Author： Schroeder Brock
Publisher： Routledge Ltd
ISSN： 1474-6700
Source： Theology and Science, Vol.6, Iss.3, 2008-08, pp. : 319-330
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Abstract
There is a need to know more about the effective strategies that science faculty in a Christian, faith-based institution use to assist their undergraduate students in dealing with the apparent conflict between science and faith. The purpose of this study was to analyze how these faculty members develop scientifically literate students. Through the effective use of conceptual-change teaching strategies (given time using them to teach content), through meaningful reflection and conversations, and by building a sense of trust, a faculty member can increase the science literacy of the student.
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