Sibel Erduran -- Argumentation in science and religion: what does educational research have to say?

Argumentation in science and religion: what does educational research have to say? Prof Sibel Erduran, University of Oxford Abstract: Many issues facing everyday citizens require understanding of how knowledge works in different disciplines. For example, the Covid-19 pandemic has created a context that demands understanding not only of science but also of ethics, economics and politics, for example. It is increasingly becoming more important to foster cross-subject teaching and learning in schools in order to ensure that future citizens can effectively engage in meaning making around key issues facing them in their lives. One cross-curricular scenario involves science and religious education. Both subjects address big questions such as “what is the origin of the universe and life?” and as such, both subjects lend themselves for cross-curricular consideration. Argumentation, or the justification of knowledge claims with evidence and reasons, is one example that applies to the curricula and syllabi of both science and religious education in England. The purpose of this presentation is to share some research from the OARS Project funded by the Templeton World Charity Foundation which focused on argumentation in the context of science and religious education (RE). The 3-year project engaged science and RE teachers in a continuous professional development programme about argumentation. Data from the teachers as well as their Key Stage 3 students have been collected to investigate through qualitative and quantitative methods how argumentation can help cross-curricular collaboration in schools. Findings will be shared which will include how teachers and students interpret argumentation in both science and RE contexts. Speaker bio: Sibel Erduran is Professor of Science Education, Director of Research in the Department of Education and Fellow of St Cross College at University of Oxford. She is also Professor II at University of Oslo, Norway. She serves as the President of the European Science Education Research Association; Editor-in-Chief of Science & Education and an Editor for International Journal of Science. Her work experience includes positions in the USA, Ireland as well as the UK. Her research interests focus on the infusion of epistemic practices of science in science education and she has a keen interest in the professional development of science teachers. Her work on argumentation has received international recognition through awards from NARST and EASE. She is currently working on two funded projects: FEDORA (EU Horizon 2020) and SciKids (UAEU). Her recent books published in 2019 are entitled Argumentation in Chemistry Education: Research, Policy and Practice (Royal Society of Chemistry) and Transforming Teacher Education through the Epistemic Core of Chemistry: Empirical Evidence and Practical Strategies (Springer). http://www.educationalneuroscience.or...