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A phenomenological study of public school biology teachers who believe in the literal Genesis account of creation.

机译：对公立学校生物学老师的现象学研究，他们相信创世记的字面意义是对创造的描述。

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The purpose of this phenomenological study was to understand the experiences of Christian public high school biology teachers who believe in a literal, young earth account of creation as revealed in the book of Genesis. There is a gap in the literature regarding understanding the teaching experiences of Christians who believe in a strict interpretation of the biblical book of Genesis. This study was conducted by interviewing 11 Christian public school biology teachers from multiple states who met the criteria for being identified as young earth creationists. Data were also collected through a focus group and reflective vignettes. Data were analyzed through coding techniques, such as creating a classification scheme based on verbatim interviews, in order to identify emerging themes and categories of common experiences. The themes that emerged were: a love for science, a strong religious belief, the willingness to teach what evolution is, the intent to discount evolution, tension from outside sources, the feeling of strong community support, the belief of strong student relationships, and only a vague understanding of the current legal status of the creation/evolution debate. An understanding of the shared phenomenon of these teachers allows for a more complete understanding of the makeup of American biology educators.

机译：这项现象学研究的目的是了解基督教公立中学生物学老师的经历，他们相信《创世纪》一书中揭示的字面的，年轻的地球创造。在理解基督徒的教学经验方面，文献上存在空白，他们相信严格解释圣经的创世记。这项研究是通过采访11个来自多个州的基督教公立学校生物学老师进行的，这些老师符合被认定为地球年轻创造论者的标准。还通过一个焦点小组和反思性小插曲收集了数据。通过编码技术对数据进行了分析，例如根据逐字访谈创建分类方案，以识别新兴主题和常见经验类别。出现的主题是：对科学的热爱，强烈的宗教信仰，愿意教进化的意图，抵制进化的意图，外界的紧张气氛，强烈的社区支持感，坚强的学生关系信念以及对创造/进化论辩论的当前法律地位只有模糊的理解。了解这些教师的共同现象，可以更全面地了解美国生物学教育者的构成。

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作者
Dougherty, Eric Keith.;
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作者单位

Liberty University.;

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授予单位 Liberty University.;
学科 Education.;Religion.
学位 Ed.D.
年度 2015
页码 187 p.
总页数 187
原文格式 PDF
正文语种 eng
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A phenomenological study of public school biology teachers who believe in the literal Genesis account of creation.

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