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Secondary students' responses to perceptions of the relationship between science and religion: Stances identified from an interview study

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Cited by

2014Scientific and Cultural Knowledge in Intercultural Science Education: Student Perceptions of Common Ground73 cited
2012Secondary School Students’ Epistemic Insight into the Relationships Between Science and Religion—A Preliminary Enquiry66 cited
2012Understanding Student Approaches to Learning Evolution in the Context of their Perceptions of the Relationship between Science and Religion53 cited
2016Insights Into the Diversity of Attitudes Concerning Evolution and Creation: A Multidimensional Approach52 cited
2013Relating Science and Religion: An Ontology of Taxonomies and Development of a Research Tool for Identifying Individual Views45 cited
2013Students’ arguments on the science and religion issue: the example of evolutionary theory and Genesis39 cited
2017Knowledge as Explanandum: Disentangling Lay and Professional Perspectives on Science and Religion36 cited
2011To what extent do pupils perceive science to be inconsistent with religious faith? An exploratory survey of 13-14 year-old English pupils33 cited
2021Crossing cultural borders: results of an intervention on community college biology students’ understanding and acceptance of evolution22 cited
2018‘Science disproves the biblical account of creation’: exploring the predictors of perceived conflict between science and religion among 13- to 15-year-old students in the UK18 cited
2014Is ‘Learning' Science Enough? – A Cultural Model of Religious Students of Science in an Australian Government School17 cited
2019Acceptance of the theory of evolution by high school students in Rio de Janeiro, Brazil: scientific aspects of evolution and the biblical narrative16 cited
2020Students’ Perceptions of Religion and Science, and How They Relate: the Effects of a Classroom Intervention14 cited
2013Evolution acceptance among pre-service primary teachers13 cited
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2016The Relationship Between Science and Religion: A Contentious and Complex Issue Facing Science Education10 cited