Communicating Religiously and Culturally Sensitive Science Content

Southwestern University and Texas Christian University. TCU Box 297900, Fort Worth, TX 76129. Tel: 817-257-6115; e-mail: [email protected]; Web site: http://ejrsme.icrsme.com

Y

15

Religion; Cultural Differences; Science Instruction; Christianity; Religious Factors; Genetics; Evolution; Science Teachers; Teacher Attitudes; Course Content; Barriers; Climate; Teaching Methods; Trust (Psychology); Safety; College Students; Scientific Concepts; Beliefs; Student Attitudes; Audience Awareness; Perspective Taking; Racial Bias; College Faculty; Racial Differences; Scientific Principles; Geographic Regions

2692-241X

In this manuscript, three science educators describe strategies used to effectively communicate about religiously and culturally sensitive science content and share lessons learned from their experiences. Mark A. Bloom (2019-2021 Fellow) describes the challenges he overcame in teaching climate change science at an evangelical university by creating an environment of trust and "speaking the language" of his audience. Ian C. Binns (2017-2019 Fellow) shares his experience, as a white person, learning to look at an issue from alternative perspectives when discussing environmental racism on the Down the Wormhole podcast with people of color. Lee Meadows describes his efforts to teach human evolution in the American South. His success derives from his emphasis on students acquiring understanding of evolution, rather than convincing them of its truth, created a safe and respectful environment for learning.

As Provided

2022

EJ1328134