The attitudes of high school students towards a theme that generates conflict between science and belief: the origin of life

Detalhes bibliográficos
Autor(a) principal: Nascimento, Núbia Costa
Data de Publicação: 2019
Outros Autores: Almeida, Rosiléia Oliveira de
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista da SBEnBIO
Texto Completo: https://renbio.org.br/index.php/sbenbio/article/view/211
Resumo: This article aims to present the analysis of High School students’ posture, of different faiths, towards the scientific knowledge on the origin of life, given that they have different religious beliefs. For this purpose, a questionnaire was applied at the beginning of the school year and another, at the end. It was noted that, when asked about on how they would explain the origin of life, the students expressed knowledges which can be classified in four categories: just scientific; just religious; scientific and religious, separately; scientific and religious, in a mixture. In the initial questionnaire most of the students mobilized mainly creationist ideas and, in the final questionnaire, they still referred to creationism, but then they combined it to a scientific theory. Such a result indicates that the faiths were not changed due to science classes, but that the scientific knowledge will then co-exist with the religious ideas as a plausible explanation.
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spelling The attitudes of high school students towards a theme that generates conflict between science and belief: the origin of lifeLas actitudes de los estudiantes de secundaria hacia un tema que genera conflicto entre ciencia y creencia: el origen de la vidaAs posturas de estudantes do ensino médio diante de um tema que gera conflito entre ciência e crença: a origem da vida CiênciaReligiãoPosturaAprendizagemOrigem da vidaScienceReligionPostureLearningOrigin of life CienciaReligionPosturaAprendizajeOrigen de la vidaThis article aims to present the analysis of High School students’ posture, of different faiths, towards the scientific knowledge on the origin of life, given that they have different religious beliefs. For this purpose, a questionnaire was applied at the beginning of the school year and another, at the end. It was noted that, when asked about on how they would explain the origin of life, the students expressed knowledges which can be classified in four categories: just scientific; just religious; scientific and religious, separately; scientific and religious, in a mixture. In the initial questionnaire most of the students mobilized mainly creationist ideas and, in the final questionnaire, they still referred to creationism, but then they combined it to a scientific theory. Such a result indicates that the faiths were not changed due to science classes, but that the scientific knowledge will then co-exist with the religious ideas as a plausible explanation.Este artículo tiene como objetivo presentar el análisis de la postura de los estudiantes de secundaria, de diferentes religiones, hacia El conocimiento científico sobre el origen de la vida, dado que tienen diferentes creencias religiosas. Para esto Para ello, se aplicó un cuestionario al comienzo del año escolar y otro al final. Era señaló que, cuando se les preguntó sobre cómo explicarían el origen de la vida, los estudiantes expresaron conocimientos que se pueden clasificar en cuatro categorías: solo científicos; solo religioso; científica y religiosa, por separado; científico y religioso, en una mezcla. En el cuestionario inicial, la mayoría de los los estudiantes movilizaron principalmente ideas creacionistas y, en el cuestionario final, aún se referían a creacionismo, pero luego lo combinaron con una teoría científica. Tal resultado indica que las fes fueron no cambió debido a las clases de ciencias, pero que el conocimiento científico coexistirá con el religioso ideas como una explicación plausible.Este artigo tem por objetivo apresentar a análise das posturas de estudantes do Ensino Médio, de diferentes crenças, frente ao conhecimento científico sobre origem da vida. Para isso utilizou-se um questionário no início do ano letivo e outro ao final. Foi observado que, ao serem indagados sobre como explicariam a origem da vida, os estudantes expressaram conhecimentos que podem ser classificados em quatro categorias: apenas científico; apenas religioso, científico e religioso, isoladamente; científico e religioso, de forma mesclada. No questionário inicial a maioria dos estudantes mobilizou principalmente ideias criacionistas e, no questionário final, continuou se referindo ao criacionismo, mas combinando-o a uma teoria científica. Tal resultado indica que as crenças não foram mudadas devido às aulas de ciências, mas que o conhecimento científico passou a coexistir com as ideias religiosas como uma explicação plausível.SBEnBio - Associação Brasileira de Ensino de Biologia2019-05-15info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado pelos paresTextoTextoinfo:eu-repo/semantics/otherapplication/pdfhttps://renbio.org.br/index.php/sbenbio/article/view/21110.46667/renbio.v12i1.211SBEnBio Biology Teaching Journal; 2019: v.12, n.1 (mai. 2019); 95-114Revista de Enseñanza de Biología SBEnBio; 2019: v.12, n.1 (mai. 2019); 95-114Revista de Ensino de Biologia da SBEnBio; 2019: v.12, n.1 (mai. 2019); 95-1142763-889810.46667/renbio.v12i1reponame:Revista da SBEnBIOinstname:Associação Brasileira de Ensino de Biologia (SBEnBio)instacron:SBEnBioporhttps://renbio.org.br/index.php/sbenbio/article/view/211/44BrazilBrasilBrasilCopyright (c) 2019 Núbia Costa Nascimento, Rosiléia Oliveira de Almeidahttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessNascimento, Núbia CostaAlmeida, Rosiléia Oliveira de2020-08-09T02:45:06Zoai:ojs.renbio.org.br:article/211Revistahttps://renbio.org.br/index.php/sbenbioONGhttps://renbio.org.br/index.php/sbenbio/oairevistaensinodebiologia@gmail.com||revistaensinodebiologia@gmail.com2763-88981982-1867opendoar:2020-08-09T02:45:06Revista da SBEnBIO - Associação Brasileira de Ensino de Biologia (SBEnBio)false
dc.title.none.fl_str_mv The attitudes of high school students towards a theme that generates conflict between science and belief: the origin of life
Las actitudes de los estudiantes de secundaria hacia un tema que genera conflicto entre ciencia y creencia: el origen de la vida
As posturas de estudantes do ensino médio diante de um tema que gera conflito entre ciência e crença: a origem da vida
title The attitudes of high school students towards a theme that generates conflict between science and belief: the origin of life
spellingShingle The attitudes of high school students towards a theme that generates conflict between science and belief: the origin of life
Nascimento, Núbia Costa
Ciência
Religião
Postura
Aprendizagem
Origem da vida
Science
Religion
Posture
Learning
Origin of life
Ciencia
Religion
Postura
Aprendizaje
Origen de la vida
title_short The attitudes of high school students towards a theme that generates conflict between science and belief: the origin of life
title_full The attitudes of high school students towards a theme that generates conflict between science and belief: the origin of life
title_fullStr The attitudes of high school students towards a theme that generates conflict between science and belief: the origin of life
title_full_unstemmed The attitudes of high school students towards a theme that generates conflict between science and belief: the origin of life
title_sort The attitudes of high school students towards a theme that generates conflict between science and belief: the origin of life
author Nascimento, Núbia Costa
author_facet Nascimento, Núbia Costa
Almeida, Rosiléia Oliveira de
author_role author
author2 Almeida, Rosiléia Oliveira de
author2_role author
dc.contributor.author.fl_str_mv Nascimento, Núbia Costa
Almeida, Rosiléia Oliveira de
dc.subject.por.fl_str_mv Ciência
Religião
Postura
Aprendizagem
Origem da vida
Science
Religion
Posture
Learning
Origin of life
Ciencia
Religion
Postura
Aprendizaje
Origen de la vida
topic Ciência
Religião
Postura
Aprendizagem
Origem da vida
Science
Religion
Posture
Learning
Origin of life
Ciencia
Religion
Postura
Aprendizaje
Origen de la vida
description This article aims to present the analysis of High School students’ posture, of different faiths, towards the scientific knowledge on the origin of life, given that they have different religious beliefs. For this purpose, a questionnaire was applied at the beginning of the school year and another, at the end. It was noted that, when asked about on how they would explain the origin of life, the students expressed knowledges which can be classified in four categories: just scientific; just religious; scientific and religious, separately; scientific and religious, in a mixture. In the initial questionnaire most of the students mobilized mainly creationist ideas and, in the final questionnaire, they still referred to creationism, but then they combined it to a scientific theory. Such a result indicates that the faiths were not changed due to science classes, but that the scientific knowledge will then co-exist with the religious ideas as a plausible explanation.
publishDate 2019
dc.date.none.fl_str_mv 2019-05-15
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Avaliado pelos pares
Texto
Texto
info:eu-repo/semantics/other
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://renbio.org.br/index.php/sbenbio/article/view/211
10.46667/renbio.v12i1.211
url https://renbio.org.br/index.php/sbenbio/article/view/211
identifier_str_mv 10.46667/renbio.v12i1.211
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://renbio.org.br/index.php/sbenbio/article/view/211/44
dc.rights.driver.fl_str_mv Copyright (c) 2019 Núbia Costa Nascimento, Rosiléia Oliveira de Almeida
https://creativecommons.org/licenses/by-nc-nd/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Núbia Costa Nascimento, Rosiléia Oliveira de Almeida
https://creativecommons.org/licenses/by-nc-nd/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.coverage.none.fl_str_mv Brazil
Brasil
Brasil
dc.publisher.none.fl_str_mv SBEnBio - Associação Brasileira de Ensino de Biologia
publisher.none.fl_str_mv SBEnBio - Associação Brasileira de Ensino de Biologia
dc.source.none.fl_str_mv SBEnBio Biology Teaching Journal; 2019: v.12, n.1 (mai. 2019); 95-114
Revista de Enseñanza de Biología SBEnBio; 2019: v.12, n.1 (mai. 2019); 95-114
Revista de Ensino de Biologia da SBEnBio; 2019: v.12, n.1 (mai. 2019); 95-114
2763-8898
10.46667/renbio.v12i1
reponame:Revista da SBEnBIO
instname:Associação Brasileira de Ensino de Biologia (SBEnBio)
instacron:SBEnBio
instname_str Associação Brasileira de Ensino de Biologia (SBEnBio)
instacron_str SBEnBio
institution SBEnBio
reponame_str Revista da SBEnBIO
collection Revista da SBEnBIO
repository.name.fl_str_mv Revista da SBEnBIO - Associação Brasileira de Ensino de Biologia (SBEnBio)
repository.mail.fl_str_mv revistaensinodebiologia@gmail.com||revistaensinodebiologia@gmail.com
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