Integrating science, technology, engineering, and math (STEM) with religious education poses several challenges. Some of the significant challenges are discussed below, along with references from reputable sources:
Religious Worldview Conflict: Incorporating STEM into religious education can lead to conflicts in religious worldviews. For instance, science and religion have different ways of approaching questions and finding answers, which can lead to conflicting answers. This can cause confusion and cognitive dissonance in students, as they try to reconcile conflicting information (Henderson, 2014).
Limited Integration: Another challenge is the limited integration of STEM into religious education. Many religious education curricula have not yet integrated STEM concepts fully. This lack of integration makes it challenging to teach STEM topics in a religious context effectively (Bybee, 2010).
Lack of Resources: Limited resources for STEM education in religious contexts is another challenge. Religious institutions may not have the funds or infrastructure to support STEM education. This lack of resources can lead to limited access to quality STEM education in religious settings (Gross, 2014).
Teacher Training: Teacher training is essential for effective integration of STEM into religious education. However, religious institutions may lack trained teachers in STEM fields. This lack of training can make it challenging for teachers to integrate STEM topics into their religious teachings (Barton, 2018).
Controversial Topics: Some STEM topics, such as evolution and climate change, can be controversial in religious contexts. Teaching these topics can lead to conflicts and may cause backlash from some members of the religious community (Kazan, 2017).
In conclusion, incorporating STEM into religious education can pose several challenges, including conflicting religious worldviews, limited integration, lack of resources, teacher training, and controversial topics. Addressing these challenges can help ensure effective integration of STEM concepts into religious education.
References:
Barton, A. C. (2018). Teaching science in religious schools. Journal of Research in Science Teaching, 55(9), 1243-1246.
Bybee, R. W. (2010). Advancing STEM education: A 2020 vision. Technology and Engineering Teacher, 70(1), 30-35.
Gross, M. (2014). Religious institutions and the production of science. Social Studies of Science, 44(2), 151-170.
Henderson, J. B. (2014). The conflict between science and religion: A historical approach. Journal of the American Academy of Religion, 82(2), 339-372.
Kazan, E. (2017). Teaching evolution in Turkish public schools: Conflicts and dilemmas. Journal of Research in Science Teaching, 54(3), 371-396.