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Students’ Perceptions of Apparent Contradictions Between Science and Religion: Creation Is Only the Beginning
The potential for conflict between science and religion in pupils’ education and thinking runs deeper than commonly perceived. Those forming their understanding of the situation by drawing on theExpand
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Secondary school teachers’ perspectives on teaching about topics that bridge science and religion
The question of where to locate teaching about the relationships between science and religion has produced a long-running debate. Currently, science and religious education (RE) are statutoryExpand
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Secondary students' responses to perceptions of the relationship between science and religion: Stances identified from an interview study
It has been argued that learning science may be complicated, and even compromised, when students hold worldviews that may seem at odds with what is presented in science lessons. In particular, inExpand
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Epistemic insight and classrooms with permeable walls
The boundaries between subject disciplines in secondary education today make it difficult for students to see their subjects in context. However, examining the secondary curriculum in England showsExpand
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How Students View the Boundaries Between Their Science and Religious Education Concerning the Origins of Life and the Universe
ABSTRACT Internationally in secondary schools, lessons are typically taught by subject specialists, raising the question of how to accommodate teaching which bridges the sciences and humanities. ThisExpand
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Secondary School Students’ Epistemic Insight into the Relationships Between Science and Religion—A Preliminary Enquiry
A number of previous studies have shown that there is a widespread view among young people that science and religion are opposed. In this paper, we suggest that it requires a significant level ofExpand
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To What Extent Do Pupils Perceive Science to Be Inconsistent with Religious Faith? An Exploratory Survey of 13-14 Year-Old English Pupils.
Scientists hold a wide range of beliefs on matters of religion, although popular media coverage in the UK commonly suggests that atheism is a core commitment for scientists. Considering theExpand
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How science changes over time
Epistemic insight: teaching and learning about the nature of science in real-world and multidisciplinary arenas
There is a vast body of research that looks at how students describe science and also at their ideas about what types of people work in science. The point of much of this research is to cast light onExpand
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English secondary students’ thinking about the status of scientific theories: consistent, comprehensive, coherent and extensively evidenced explanations of aspects of the natural world – or just ‘an
Teaching about the nature of science (NOS) is seen as a priority for science education in many national contexts. The present paper focuses on one central issue in learning about NOS: understandingExpand
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