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ERIC Number: EJ1205673
Record Type: Journal
Publication Date: 2019
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0141-6200
EISSN: N/A
Available Date: N/A
'Science Disproves the Biblical Account of Creation': Exploring the Predictors of Perceived Conflict between Science and Religion among 13- to 15-Year-Old Students in the UK
Francis, Leslie J.; Astley, Jeff; McKenna, Ursula
British Journal of Religious Education, v41 n2 p188-201 2019
This study drew on data provided by 11,809 13- to 15-year-old students drawn from the four nations of the UK to explore the level of agreement with the view that science disproves the biblical account odf creation, and to explore the power of five sets of variables to predict individual differences in responses to that opinion. The five sets of variables were personal factors, psychological factors, religious factors, attitudinal factors (including 'scientific fundamentalism', understood as an exaggerated, uncritical, and unqualified belief in the inerrancy of science), and theological factors (distinguishing between differing implied theologies of religion). Blockwise multiple regression demonstrated that personal, psychological, religious, and theological factors all held significant power, but that the greatest variance was explained by the attitudinal variables. When the five sets of variables were assessed within the model, 25% of the variance was accounted for. Greater incompatibility between science and religion was associated with scientific fundamentalism ([beta] = 0.37, p < 0.001), with anti-religious attitude ([beta] = 0.16, p < 0.001), and with atheism ([beta] = 0.07, p < 0.001). These findings suggest that young people who believe in science in an unqualified way are more distrustful of religion.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A
Author Affiliations: N/A