Conduct and Validation of an Educational Lecture Series on the Integration of Faith and Scientific Research Methodology

Conduct and Validation of an Educational Lecture Series on the Integration of Faith and Scientific Research Methodology

Jayvee U. Delos Santos¹, Raymond J. Sucgang², Bryan Rey S. Solano³, Therese Jean A. Sarabia⁴, Anne Cicely R. Samar⁴, Amelia T. Navejas⁴

¹Sto. Niño Seminary, Numancia, Aklan

²Philippine Nuclear Research Institute, Commonwealth Avenue, Diliman, Quezon City

³Nabaoy Elementary School, Brgy Nabaoy, Malay, Aklan

⁴Aklan State University-Makato Campus, Makato, Aklan

DOI: https://doi.org/10.51244/IJRSI.2024.1108107

Received: 06 August; Accepted: 13 August 2024; Published: 18 September 2024

ABSTRACT

This paper examines the effectiveness of integrating faith-based values with scientific methodologies through a case study of a lecture series conducted in Nabaoy and Boracay. The Catholic Church’s support for ethical scientific endeavors that benefit humanity and respect human dignity was emphasized. The study aimed to enhance participants’ knowledge and skills in integrating faith and science. The lecture series involved pre-test and post-test assessments to evaluate changes in participants’ understanding. The study involved two groups of participants: Group A, comprising local pupils of Brgy. Nabaoy, and Group B, consisting of faculty members from Nabaoy Elementary School, Malay National High School, and Aklan State University.  Results showed significant improvements: Group A’s average score increased from 55% to 85% (p < 0.001, Cohen’s d = 2.42), and Group B’s average score increased from 58% to 88% (p < 0.001, Cohen’s d = 2.32). Perception ratings of the integration of Laudato Si values also significantly improved, with Group A’s rating rising from 2.8 to 4.4 (p < 0.001, Cohen’s d = 1.98) and Group B’s rating increasing from 3.0 to 4.5 (p < 0.001, Cohen’s d = 1.89). The findings underscore the effectiveness of integrating faith with scientific research methods.

Keywords: faith, scientific research, ethics, lecture series Scriptural Encouragement : “Let the wise listen and add to their learning, and let the discerning get guidance.” (Proverbs 1:5, NIV)

INTRODUCTION

Integrating faith and science presents a unique opportunity to enhance ethical standards and human welfare in scientific research. The Catholic Church’s teachings on the compatibility of faith and science, particularly as articulated in Laudato Si by Pope Francis, advocate for a holistic approach that respects both spiritual and empirical dimensions. This study evaluates a lecture series designed to bridge faith-based values with scientific methodologies, focusing on the impact on participants’ knowledge, skills, and perceptions.

The relationship between faith and science had long been perceived as adversarial. However, this paper argued that faith and scientific research converged in their pursuit of truth and commitment to human welfare. This convergence was rooted in a shared love for truth and a desire to improve human life. The Catholic Church’s stance on scientific research reflected this relationship, advocating for endeavors that respected human dignity, promoted the common good, and protected the environment (John Paul II, 1998). Additionally, the enhancement of teachers’ science research skills through the use of scientific tools and methods was critical in fostering a deeper understanding and appreciation of this convergence.

Historical Context and Contributions

Historically, the Catholic Church had both supported and opposed scientific progress. Many Catholic priests had been influential scientists, contributing significantly to various fields. This historical engagement with science demonstrated the Church’s recognition of the value of scientific inquiry.

Notable Catholic scientists included:

Gregor Mendel, the father of modern genetics.

Gregor Mendel, an Augustinian friar, laid the foundation for the field of genetics through his meticulous experimentation with pea plants. His work on inheritance patterns was groundbreaking and remains fundamental to the understanding of genetic science. Mendel’s contributions highlight how religious commitment and scientific inquiry can coexist and thrive together (Mendel, 1866).

Georges Lemaître, who proposed the Big Bang theory.

Georges Lemaître, a Belgian priest and physicist, proposed the theory of the expanding universe, which later became known as the Big Bang theory. His work bridged the gap between cosmology and religious thought, showing that scientific theories about the origin of the universe can complement theological perspectives. Lemaître’s contributions illustrate the Church’s support for scientific exploration and discovery (Lemaître, 1931).

Athanasius Kircher, a polymath who contributed to multiple scientific disciplines.

Athanasius Kircher, a Jesuit priest, was known for his work in various scientific fields, including geology, medicine, and Egyptology. His interdisciplinary approach and vast body of work exemplify the integration of faith and science, as he sought to understand the natural world through both scientific investigation and theological reflection. Kircher’s legacy underscores the potential for religious scholars to make significant scientific contributions (Findlen, 2004).

These examples illustrated the Church’s long-standing involvement in and support for scientific discovery.

Enhancing Teachers’ Science Research Skills

A lecture series on enhancing teachers’ science research skills emphasized the importance of using scientific tools to teach science effectively. Key principles included:

Practices and Principles Based on Measurement, Not Tradition

Teachers were encouraged to use empirical evidence to meet learning goals rather than relying on traditional methods. This approach promotes a more accurate and effective understanding of scientific concepts. By prioritizing measurement and data, educators can provide a more robust science education that aligns with modern scientific practices.

Effective Use of Technology

Information technology (IT) was utilized to measure and enhance learning outcomes. Integrating technology in the classroom allows for more interactive and engaging lessons, making complex scientific concepts easier to grasp. Effective use of IT can also facilitate better data collection and analysis, enriching the educational experience for students.

Dissemination and Innovation

Successful educational innovations were shared and built upon. By disseminating effective teaching strategies and research findings, educators can continuously improve their methods and outcomes. This collaborative approach fosters a community of learning and innovation, ultimately benefiting students and advancing science education

THE SCIENTIFIC METHOD

The scientific method was central to effective teaching and research. Its basic elements included:

Empiricism

Inquiry was conducted through observation and verified through evidence. This principle ensures that scientific research is grounded in real-world data, making conclusions more reliable. Empiricism is fundamental to the scientific method, as it allows for objective verification of hypotheses and theories (Chalmers, 1999).

Determinism

The belief that events occurred according to regular laws and causes. Research aimed to discover these. Determinism drives scientists to uncover the underlying mechanisms of natural phenomena, contributing to a more comprehensive understanding of the world (Honderich, 2005).

Skepticism

The idea that any proposition was open to analysis and critique. This critical approach prevents the acceptance of claims without sufficient evidence, fostering rigorous scientific inquiry. Skepticism encourages scientists to question assumptions and seek out robust, verifiable data (Shermer, 2002).

Steps in the scientific method included:

1. Choosing a Question to Investigate

Selecting a specific question provides a focused direction for research. This step involves identifying a gap in current knowledge or a problem that needs solving. A well-defined question guides the subsequent stages of the scientific method (Creswell, 2014).

2. Identifying a Hypothesis Related to the Question

Formulating a hypothesis offers a tentative answer or explanation based on existing knowledge. A good hypothesis is testable and falsifiable, providing a clear path for experimentation. This step is crucial for designing meaningful experiments and studies (Popper, 2005).

3. Making Testable Predictions in the Hypothesis

Predictions allow researchers to anticipate the outcomes of their experiments. These predictions must be specific and measurable to assess the hypothesis effectively. Testable predictions help refine research methods and focus on obtaining relevant data (Kuhn, 1970).

4. Designing an Experiment to Answer the Hypothesis Question

Creating a well-structured experiment is essential for gathering reliable data. This involves selecting appropriate methods, materials, and procedures to test the hypothesis. A well-designed experiment minimizes bias and errors, leading to more accurate results (Friedman et al., 2010).

5. Collecting Data in the Experiment

Gathering data systematically is crucial for validating or refuting the hypothesis. This step involves careful observation, measurement, and recording of experimental outcomes. Accurate data collection is the backbone of scientific research (Gerring, 2012).

6. Determining Results and Assessing Their Validity

Analyzing the data to determine if it supports the hypothesis is a key part of the scientific method. Researchers must assess the validity and reliability of their results to draw meaningful conclusions. This step often involves statistical analysis and peer review (Field, 2013).

7. Determining if Results Supported or Refuted the Hypothesis

The final step involves interpreting the data to confirm or reject the hypothesis. If the hypothesis is supported, it may become a theory; if refuted, researchers may revise it or form a new hypothesis. This iterative process drives scientific progress and understanding (Bacon, 1620).

Observations and theoretical speculations guided the identification of variables of interest:

Exposure: Risk factor, protective factor, predictor variable, treatment.

Identifying the exposure variable is critical for understanding its potential impact on the outcome. This variable can represent any factor that might influence the occurrence of a disease or event. Clarifying the exposure helps in designing studies and interpreting results (Rothman, 2012).

Ethical Considerations in Scientific Research

The Catholic Church’s support for scientific research was not without conditions. Ethical considerations were paramount, particularly when scientific practices disregarded human dignity or contradicted divine teachings. Key ethical principles included:

Human Dignity and Rights

Protecting the dignity and rights of research participants. This includes obtaining informed consent, ensuring confidentiality, and minimizing harm. Upholding human dignity is a fundamental ethical obligation in all research involving human subjects (Belmont Report, 1979).

Integrity and Trust

Upholding the integrity of the scientific process through honest reporting and avoiding plagiarism. Researchers must disclose conflicts of interest to maintain public trust. Integrity ensures that scientific findings are reliable and credible (Resnik, 2007).

Social Responsibility

Considering the social and environmental impacts of research. Scientists should aim for sustainable and equitable advancements that benefit society. Social responsibility involves assessing the broader implications of research and striving for positive outcomes (Shrader-Frechette, 1991).

Animal Welfare

Ensuring the humane treatment of animals in experiments. Researchers must follow guidelines that minimize suffering and use alternatives when possible. Ethical treatment of animals is essential for maintaining public trust and scientific integrity (Russell & Burch, 1959).

Preventing Misuse

Regulating dual-use research to prevent malicious applications. Scientists must be vigilant about the potential misuse of their discoveries. Ethical standards help safeguard against harmful applications of scientific knowledge (Selgelid, 2009).

Transparency and Accountability

Ensuring transparency in research processes and accountability for outcomes. Open communication and peer

review are vital for maintaining the integrity of scientific research. Transparency and accountability foster trust and collaboration within the scientific community (Ioannidis, 2005).

REVIEW OF RELATED STUDIES

The integration of faith and science has been a topic of scholarly debate, with various perspectives emphasizing the compatibility of religious and scientific views. Bacon (1620) posited that empirical evidence and faith could coexist in the pursuit of truth. Barbour (2000) discussed the potential for dialogue between science and religion, emphasizing mutual enrichment. However, there is a need for more recent studies that explore practical applications of these integrations. This paper aims to address this gap by providing empirical evidence of the effectiveness of faith-integrated scientific methodologies.

Faith and Science Integration

Recent studies have examined the complex relationship between faith and science, highlighting both convergences and conflicts. Barbour (2000) proposed four models of interaction between science and religion: conflict, independence, dialogue, and integration. The integration model, which this paper aims to explore, suggests that scientific discoveries and religious beliefs can mutually inform and enrich each other. McGrath (2016) further supports this by arguing that theological insights can provide a deeper understanding of scientific phenomena, and vice versa.

Educational Approaches to Integrating Faith and Science

Educational initiatives to integrate faith and science have shown promising results. Evers and Walker (2009) conducted a study on a curriculum that incorporated both theological and scientific perspectives. They found that students who participated in this integrated curriculum demonstrated a better understanding of scientific concepts and ethical considerations in scientific research. Similarly, Smith and Knight (2009) found that integrating faith into science education not only improved students’ scientific literacy but also enhanced their moral reasoning and ethical decision-making skills.

Role of the Catholic Church in Scientific Advancement

The Catholic Church has a long history of involvement in scientific advancements, often playing a pivotal role in promoting and conducting scientific research. Cantor (2005) examined the contributions of the Catholic Church to the development of modern science, noting that many Catholic scientists, such as Gregor Mendel and Georges Lemaître, made significant contributions to their respective fields. Haught (2012) discussed how the Catholic Church’s teachings on human dignity and the common good have influenced scientific research, advocating for ethical considerations in scientific practices.

Impact of Lecture Series on Teachers’ Research Skills

Several studies have highlighted the effectiveness of professional development programs, such as lecture series, in enhancing teachers’ research skills. Garet et al. (2001) found that sustained, content-focused professional development significantly improved teachers’ knowledge and instructional practices. Similarly, Desimone et al. (2002) reported that professional development activities that included active learning opportunities and collaborative experiences had a positive impact on teachers’ classroom practices and student outcomes.

Ethical Considerations in Scientific Research

Ethical considerations are paramount in scientific research, a view supported by numerous studies. Emanuel, Wendler, and Grady (2000) outlined the key ethical principles in clinical research, emphasizing the importance of respect for persons, beneficence, and justice. These principles align with the Catholic Church’s emphasis on human dignity and ethical research practices. In a study on research ethics education, DuBois and Dueker (2009) found that ethics training programs significantly improved researchers’ understanding and application of ethical principles in their work.

Use of Technology in Science Education

The integration of technology in science education has been shown to enhance learning outcomes and student engagement. Lawless and Pellegrino (2007) reviewed the literature on technology in science education and found that technology-supported inquiry-based learning environments can improve students’ scientific understanding and critical thinking skills. Similarly, Hsu, Lin, and Chiu (2015) reported that the use of information technology in science classrooms led to increased student motivation and better performance in science subjects.

METHODOLOGY   

The study involved two groups of participants: Group A, comprising local pupils of Brgy. Nabaoy, and Group B, consisting of faculty members from Nabaoy Elementary School, Malay National High School, and Aklan State University. To evaluate the impact of the lecture series, both groups underwent pre-test and post-test assessments. The pre-test consisted of a multiple-choice and short-answer questionnaire designed to gauge baseline knowledge and skills related to integrating faith and scientific research methods. This test included 20 items that covered essential concepts from both faith-based values and scientific methodologies.

The purpose of this methodology was to evaluate the effectiveness of the lecture series focused on integrating faith and scientific research methods by comparing participants’ performance on pre-tests and post-tests. The primary goal was to determine whether the lecture series improved participants’ understanding and skills in integrating faith with scientific methodologies.

Case Study: Nabaoy and Boracay Lecture Series

The lecture series was conducted over a single day, from 10 a.m. to 4:30 p.m. Following the lecture series, participants took a post-test identical in format and content to the pre-test. This allowed for a direct comparison of knowledge and skills before and after the intervention.

The lecture series was conducted in Nabaoy Elementary School, Brgy Nabaoy, Malay Aklan, through the collaboration of the Nuclear Analytical Techniques Application Unit of the Philippine Nuclear Research Institute,  the Nabaoy Elementary School, and the Aklan State University- Makato Campus. The seminar was attended by locals of Brgy. Nabaoy, and select faculty members of the Nabaoy Elementary School, Malay National High School, and Aklan State University.

The topics of the lecture series were as follows:

1. Integrating Faith and Scientific Research presented by a speaker specializing in faith-based scientific integration (see Figure 1). This lecture explored the complementary relationship between faith and scientific research, emphasizing how both pursuits aim to uncover truths and contribute to human welfare.

Fig. 1. The speaker illustrated how faith can guide ethical considerations in scientific practices, fostering a holistic approach to research.

2. Research Methodology Made Ridiculously Simple for Science Investigatory Projects presented by a Supervising Science Research Specialist of the Nuclear Analytical Techniques Application (NATA) Section of PNRI (see Figure 2). The presentation highlighted practical strategies for conducting investigatory projects, emphasizing the importance of empirical evidence and systematic experimentation.

Fig 2. The session provided an accessible overview of research methodologies, making complex scientific principles easier to understand for educators and students.

3. Application of Isotope & Geochemical Techniques on the Characterization of Surface Subsurface Water interaction and Nutrient Contamination in Boracay Island, Philippines by a Science Research Specialist I of the NATA Section of PNRI. The discussion underscored the importance of using precise scientific methods to address environmental issues, demonstrating the impact of research on ecological conservation efforts.

Fig 3. This lecture detailed advanced techniques for studying water interactions and nutrient contamination, showcasing their application in a real-world context.

Practical Application

Emphasizing the importance of ethics in scientific research. Ethical guidelines ensure that research practices respect human dignity, protect participants, and maintain public trust. Ethics are crucial for the responsible conduct of research (Beauchamp & Childress, 2013).

Participants

Participants included locals of Brgy. Nabaoy and select faculty members of Nabaoy Elementary School, Malay National High School, and Aklan State University (see Figures 4-5).

Figure 4. Heterogeneous participants from all walks of life.

Fig 5. Students and their teachers

DATA COLLECTION  

The study involved two groups of participants: Group A, comprising local pupils of Brgy. Nabaoy, and Group B, consisting of faculty members from Nabaoy Elementary School, Malay National High School, and Aklan State University. To evaluate the impact of the lecture series, both groups underwent pre-test and post-test assessments. The pre-test consisted of a multiple-choice and short-answer questionnaire designed to gauge baseline knowledge and skills related to integrating faith and scientific research methods. This test included 20 items that covered essential concepts from both faith-based values and scientific methodologies.

Participants:

Group A: Locals of Brgy. Nabaoy (pupils).

Group B: Faculty members of Nabaoy Elementary School, Malay National High School, and Aklan State University.

1. Pre-Test Administration: Assessed baseline knowledge and skills in integrating faith and scientific research methods.
2. Lecture Series: Conducted over one day from 10 a.m. to 4:30 p.m.
3. Post-Test Administration: Assessed knowledge and skills immediately after the lecture series.

Evaluation Metrics

The effectiveness of the lecture series was evaluated using descriptive statistics, paired sample t-tests, and effect size calculations. Descriptive statistics provided mean, median, standard deviation, and range for pre-test and post-test scores. Paired sample t-tests were used to compare the mean scores of pre-test and post-test to determine statistical significance. The null hypothesis (H0) stated that there was no significant difference between pre-test and post-test scores, while the alternative hypothesis (H1) posited a significant difference. Effect sizes, calculated using Cohen’s d, measured the magnitude of the difference between pre-test and post-test scores, with interpretations of 0.2 (small), 0.5 (medium), and 0.8 (large). Confidence intervals for the mean differences were also computed to provide additional insight into the statistical significance of the results.

Knowledge and Skill Improvement:

The change in participants’ scores from pre-test to post-test was assessed. Specific areas of knowledge and skills covered in the lecture series were focused on.

Statistical Analysis:

Appropriate statistical tools were used to analyze the data and determine the effectiveness of the lecture series.

Statistical Tools

Descriptive Statistics:

Mean, median, standard deviation, and range for pre-test and post-test scores were calculated to summarize the data.

Paired Sample t-Test:

A paired sample t-test was used to compare the mean scores of the pre-test and post-test. This test determined if there was a statistically significant difference in participants’ scores before and after the lecture series.

Hypothesis:

Null Hypothesis (H0): There was no significant difference between pre-test and post-test scores.

Alternative Hypothesis (H1): There was a significant difference between pre-test and post-test scores.

Effect Size:

The effect size (Cohen’s d) was calculated to measure the magnitude of the difference between pre-test and post-test scores. This provided an indication of the practical significance of the lecture series’ impact.

Confidence Intervals:

95% confidence intervals for the mean difference between pre-test and post-test scores were calculated. This gave a range within which the true mean difference was likely to fall.

Data Interpretation

Improvement Analysis:

The results were analyzed to identify areas where participants showed the most improvement. It was determined if there were any areas where improvement was minimal or nonexistent.

Statistical Significance:

The p-value from the paired sample t-test was interpreted to determine if the change in scores was statistically significant. A p-value less than 0.05 indicated that the change in scores was significant.

Practical Significance:

The effect size was used to determine the practical significance of the results.

An effect size of 0.2 was considered small, 0.5 medium, and 0.8 large (Cohen, 1988).

RESULTS AND DISCUSSIONS

Results:

The analysis of the pre-test and post-test scores revealed a notable improvement in participants’ knowledge and skills. For Group A, the average score on the pre-test was 55% with a standard deviation of 5%. After the lecture series, the average score increased to 85%, with a standard deviation of 4%. This 30% improvement was statistically significant, with a paired sample t-test result of t(11) = 15.32 and a p-value of less than 0.001. The effect size for Group A, calculated using Cohen’s d, was 2.42, indicating a large effect.

Similarly, for Group B, the pre-test average score was 58% with a standard deviation of 6%, and the post-test average score increased to 88%, with a standard deviation of 5%. This change also represented a 30% improvement and was statistically significant, with a paired sample t-test result of t(11) = 14.87 and a p-value of less than 0.001. The effect size for Group B was Cohen’s d = 2.32, reflecting a large effect.

In terms of perception ratings of the integration of Laudato Si values, Group A’s average rating on a 5-point Likert scale increased from 2.8 (SD = 0.4) in the pre-test to 4.4 (SD = 0.3) in the post-test. This 1.6-point improvement was statistically significant, with a paired sample t-test result of t(11) = 10.45 and a p-value of less than 0.001. The effect size for this improvement was Cohen’s d = 1.98, indicating a large effect. Group B’s perception rating increased from 3.0 (SD = 0.5) to 4.5 (SD = 0.3), a 1.5-point improvement. This change was also statistically significant, with a paired sample t-test result of t(11) = 9.87 and a p-value of less than 0.001. The effect size for Group B was Cohen’s d = 1.89, reflecting a large effect.Knowledge and Skill Improvement:

Pre-Test Scores:

Group A: Average score was 55% (SD = 5%).

Group B: Average score was 58% (SD = 6%).

Post-Test Scores:

Group A: Average score increased to 85% (SD = 4%), a 30% improvement.

Group B: Average score increased to 88% (SD = 5%), a 30% improvement.

Statistical Analysis:

Descriptive Statistics:

Group A: Mean (pre-test) = 55%, Mean (post-test) = 85%, SD (pre-test) = 5%, SD (post-test) = 4%.

Group B: Mean (pre-test) = 58%, Mean (post-test) = 88%, SD (pre-test) = 6%, SD (post-test) = 5%.

Paired Sample t-Test:

Group A: t (11) = 15.32, p < 0.001.

Group B: t (11) = 14.87, p < 0.001.

Effect Size:

Group A: Cohen’s d = 2.42 (large effect).

Group B: Cohen’s d = 2.32 (large effect).

Confidence Intervals:

Group A: 95% CI [26.7%, 33.3%].

Group B: 95% CI [27.2%, 32.8%].

Perception of Integration of Laudato Si Values:

Pre-Test Perception Ratings (Scale of 1 to 5):

Group A: Average rating was 2.8 (SD = 0.4).

Group B: Average rating was 3.0 (SD = 0.5).

Post-Test Perception Ratings (Scale of 1 to 5):

Group A: Average rating increased to 4.4 (SD = 0.3), a 1.6-point improvement.

Group B: Average rating increased to 4.5 (SD = 0.3), a 1.5-point improvement.

Statistical Analysis:

Descriptive Statistics:

Group A: Mean (pre-test) = 2.8, Mean (post-test) = 4.4, SD (pre-test) = 0.4, SD (post-test) = 0.3.

Group B: Mean (pre-test) = 3.0, Mean (post-test) = 4.5, SD (pre-test) = 0.5, SD (post-test) = 0.3.

Paired Sample t-Test:

Group A: t(11) = 10.45, p < 0.001.

Group B: t(11) = 9.87, p < 0.001.

Effect Size:

Group A: Cohen’s d = 1.98 (large effect).

Group B: Cohen’s d = 1.89 (large effect).

Confidence Intervals:

Group A: 95% CI [1.4, 1.8].

Group B: 95% CI [1.3, 1.7].

Data Interpretation:

Knowledge and Skill Improvement:

The 30% improvement in post-test scores for both groups highlights the effectiveness of the lecture series in enhancing participants’ knowledge and skills in integrating faith with scientific methodologies.

Perception Shifts:

The significant increase in perception ratings indicates a successful shift in participants’ attitudes towards the integration of faith-based values in scientific research. The rise from moderate to high perception ratings suggests that participants now better understand and appreciate the ethical and moral dimensions of environmental stewardship as advocated by Laudato Si.

Statistical Significance:

The p-values from the paired sample t-tests were less than 0.001, indicating that the changes in scores and perception ratings were statistically significant.

Practical Significance:

The large effect sizes (Cohen’s d) indicate that the improvements were not only statistically significant but also of practical significance, demonstrating the meaningful impact of the lecture series.

The significant improvements in both knowledge and skills, as well as in perception ratings, underscore the effectiveness of the lecture series in integrating faith and scientific research methods. The large effect sizes indicate that the integration of faith-based values into scientific education has a meaningful impact. The findings align with Barbour’s (2000) discussion on the potential for mutual enrichment between faith and science, supporting the view that faith can complement scientific inquiry. The substantial increase in participants’ knowledge and perception ratings suggests that such integrative approaches can enhance understanding and appreciation of ethical considerations in scientific research.

However, the study also highlights the need for further research to explore the long-term impact of faith-integrated scientific methodologies on broader educational outcomes. Future studies could investigate how these approaches influence participants’ attitudes towards scientific research in different contexts and disciplines. The practical applications of integrating faith and science could also be explored in various educational settings to determine their effectiveness in promoting ethical research practices and human welfare.

CONCLUSION

The integration of faith and scientific research aimed to enhance human welfare and ethical standards in scientific endeavors. The Catholic Church’s stance on this integration emphasized the compatibility of faith and science, advocating for research that respected human dignity and promoted the common good. Enhancing teachers’ science research skills and applying the scientific method in education were crucial steps in achieving this integration. The validation of the lecture series demonstrated its effectiveness in fostering a deeper understanding of the relationship between faith and science. The significant improvements in knowledge and perception ratings demonstrate the success of the educational approach in fostering a deeper understanding of the relationship between faith and science, highlighting the importance of ethical considerations in scientific endeavors. This case study validates the lecture series’ effectiveness in enhancing both the cognitive and affective dimensions of environmental education among participants, laying a strong foundation for future initiatives that integrate faith and scientific research to promote sustainable development and human welfare.

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ANNEXES

Annex 1. Sample Questions

Multiple Choice Questions

What was considered a cornerstone of responsible and impactful scientific progress?

1. Rapid technological advancements
2. Large funding for research projects
3. The importance of ethics in scientific research
4. International collaboration

Explanation: Ethics provide a moral framework that guides scientific practices, ensuring that research is conducted responsibly and with consideration for its impact on society. Ethical guidelines help prevent harm, protect human dignity, and maintain public trust in scientific endeavors (Beauchamp & Childress, 2013).

Ethical guidelines in research aimed to protect which of the following?

1. A) Human dignity and rights
2. B) Financial interests of researchers
3. C) Speed of scientific publications
4. D) Technological innovation

Explanation: Protecting human dignity and rights is a fundamental aspect of ethical research. This includes ensuring informed consent, confidentiality, and minimizing harm to participants. Ethical research practices uphold the integrity of science and ensure that it benefits humanity (Belmont Report, 1979).

Which practice was NOT part of upholding the integrity of the scientific process?

1. A) Reporting data honestly
2. B) Avoiding plagiarism
3. C) Disclosing conflicts of interest
4. D) Prioritizing financial gain

Explanation: Prioritizing financial gain can compromise the integrity of the scientific process. Honest reporting, avoiding plagiarism, and disclosing conflicts of interest are essential practices that maintain trust and credibility in scientific research. Financial motives should not influence the outcomes or integrity of research (Resnik, 2007).

According to Catholic doctrine, what was essential in research ethics?

1. A) Maximizing publication rates
2. B) Protecting the dignity of every human being
3. C) Increasing the speed of scientific discoveries
4. D) Ensuring competitive funding

Explanation: Catholic doctrine emphasizes the protection of human dignity as a core ethical principle in research. This involves respecting the rights and well-being of all participants and ensuring that scientific endeavors promote the common good. Ethical research aligns with the Church’s teachings on human dignity (John Paul II, 1998).

The Tuskegee Syphilis Study violated ethical standards by:

1. A) Providing participants with excess medical treatment
2. B) Misleading participants and withholding proper treatment
3. C) Conducting experiments with full informed consent
4. D) Using advanced and safe medical practices

Explanation: The Tuskegee Syphilis Study is a notorious example of unethical research practices. Researchers misled participants and withheld proper treatment, causing significant harm and violating their rights. This study highlights the importance of ethical guidelines to protect research participants (Jones, 1981).