Abstract

The science curriculum serves as a crucial avenue for enhancing children's comprehension and deepening their religious faith, particularly for Muslim students. Recognising the role of science in fortifying belief in God, this study sought to investigate children's perspectives on fostering faith through primary science education. Employing a qualitative research methodology, 55 interviews were conducted with primary school teachers from three Arab nations: Jordan, Saudi Arabia, and another unspecified country. The data, analysed through grounded theory, revealed that children place significant importance on the integration of science with belief in God. They perceive science not merely as a collection of facts, but as a means of understanding the magnificence and omnipotence of the Creator. This educational strategy encourages children to recognise the world around them as a manifestation of divine signs, fostering a comprehensive understanding of nature and the universe. Children make connections between natural occurrences and divine power, learning that science serves to reinforce faith by elucidating how God governs the cosmos. Curiosity is nurtured, prompting children to explore natural phenomena and receive religious interpretations that further their scientific understanding. Activities such as plant growth experiments or investigations into the water cycle are employed to strengthen religious teachings, linking scientific findings to God's creation. Furthermore, children are taught that science should benefit both society and religion, promoting the idea that scientific advancements should be utilised to improve lives and address societal challenges. This fusion of science and religion aids children in recognising science as a tool to serve both God and humanity, thereby reinforcing their religious values and their sense of responsibility to society.