Stolberg’s Typology of Religioscientific Frameworks and Science and Religion Education in Ghana

Abstract

This  research  took  cue  from  Stolberg’s  work  on  the typology  of  religioscientific  frameworks  in  the  teaching and  learning  of  science  and  religion  to  examine  the importance  of  the  intense  religious  orientation  of Ghanaians  for  developing  science  education  curriculum for  Ghanaian  institutions  of  learning.    Using  group interview  and  qualitative  survey,  the  study  investigated the  beliefs  and  preferred  strategies  for  life  used  by students  of  the  University  of  Cape  Coast.  It  was  found that  participants  were  not  unaware  of  scientific convictions  and  solutions,  but  their  beliefs  and  strategies tended  more  towards  the  cultural  religious  construction of  life,  where  religion  would  seem  to  constitute  an important source of knowledge with science playing only a  pragmatic  role.  The  study  concluded  that  it  was important for science education curriculum developers to consider  the  religious  frameworks  of  teachers  and learners when designing science education curriculum.