Bridging science and faith in the classroom: effects of cross-disciplinary science and religious education teaching on student attitudes

Abstract

Although science and religion are often portrayed as conflicting explanatory systems, this study shows that many secondary school students do not view them as inherently contradictory, and that teaching approaches can reduce perceptions of conflict. The research involved 14–15-year-old students in England participating in an educational intervention that presented religious education in ways that explored connections with science while teaching biology in a less reductionist manner. Prior to the intervention, students who perceived science and religion as compatible tended to report more positive attitudes towards science, including higher science self-efficacy, greater interest in science lessons, stronger science self-concept, and increased aspirations to continue studying science after age 16. Following the intervention, the proportion of students who viewed science and religion as compatible increased. Students also became more accepting of the idea that non-scientific perspectives could be discussed in science classrooms. Improvements were observed in science-related motivation, including stronger beliefs in personal scientific capability, greater perceived relevance of science to future life and careers, and higher intrinsic and extrinsic interest in science. Students who already perceived compatibility between science and religion became more positive about science, whereas those who viewed the two as incompatible tended to show less positive science attitudes.