Perceptions of the relationships between science and religion held by upper-secondary school students in Church of England schools

Journal article

Billingsley, B. and Nassaji, Mehdi 2020. Perceptions of the relationships between science and religion held by upper-secondary school students in Church of England schools. International Journal of Christianity & Education. 24 (2), pp. 153-178. https://doi.org/10.1177/2056997119895542

Publication dates
Authors	Billingsley, B. and Nassaji, Mehdi
Abstract	We report on a large-scale survey of 1,772 upper-secondary school students in 16 Church of England schools to discover their perceptions of how science and religion relate. We found that students who attend Church schools are pedagogically, socially and cognitively confined to the view that science and religion conflict. The findings are discussed alongside interview studies with students which sought to discover the extent to which they have the epistemic insight they need to access a range of views about the relationships between science and religion.
Keywords	Religious studies; Education
Year	2020
Journal	International Journal of Christianity & Education
Journal citation	24 (2), pp. 153-178
Publisher	SAGE Publications
ISSN	2056-9971
	2056-998X
Digital Object Identifier (DOI)	https://doi.org/10.1177/2056997119895542
Official URL	http://doi.org/10.1177/2056997119895542
Online	10 Feb 2020
Publication process dates
Deposited	20 Jan 2020
Accepted	02 Nov 2019
Accepted author manuscript	Perceptions-of-the-relationships-between-science-and-religion in CofE schools.pdf
Output status	Published
Additional information	Publications router: Date 2020-02-10 of type 'publication_date' with format 'electronic' included in notification Publications router: Date 2020-02-10 of type 'epub' included in notification Publications router: Date 2020-02-10 of type 'issued' included in notification

Permalink -

https://repository.canterbury.ac.uk/item/8q911/perceptions-of-the-relationships-between-science-and-religion-held-by-upper-secondary-school-students-in-church-of-england-schools

Download files

Accepted author manuscript

Perceptions-of-the-relationships-between-science-and-religion in CofE schools.pdf

56
total views
202
total downloads
3
views this month
30
downloads this month

Export as

Related outputs

Epistemic insight: Teaching students about the nature of knowledge, science, religion and beyond

Lawson, F. and Billingsley, B. Epistemic insight: Teaching students about the nature of knowledge, science, religion and beyond.

Preparing students to engage with science‐ and technology‐related misinformation: The role of epistemic insight

Billingsley, B. and Heyes, J. 2022. Preparing students to engage with science‐ and technology‐related misinformation: The role of epistemic insight. The Curriculum Journal. https://doi.org/10.1002/curj.190

Secondary school students’ perceptions of scientific and religious positions on miracles

Billingsley, B., Taber, K. and Nassaji, M. 2021. Secondary school students’ perceptions of scientific and religious positions on miracles. Science and Christian Belief.

Secondary students' values and perceptions of science-related careers: responses to vignette-based scenarios

Taber, K., Billingsley, B. and Riga, F. 2021. Secondary students' values and perceptions of science-related careers: responses to vignette-based scenarios. SN Social Sciences. 1 (5), p. 104. https://doi.org/10.1007/s43545-021-00130-9

Covid-19 as an opportunity to teach epistemic insight: findings from exploratory workshops on Covid-19 and science with students aged 15-17 in England

Billingsley, B., Heyes, J. and Nassaji, M. 2021. Covid-19 as an opportunity to teach epistemic insight: findings from exploratory workshops on Covid-19 and science with students aged 15-17 in England. SN Social Sciences. 1 (11), p. 260. https://doi.org/10.1007/s43545-021-00243-1

The epistemic insight digest: Issue 2: Summer 2021

Crook, Matthew, Wall, Jasmine, Chignall, David, Parker, Gayle, Wilkinson, Murray and Billingsley, Berry Shalet, Dani (ed.) 2021. The epistemic insight digest: Issue 2: Summer 2021. Canterbury Canterbury Christ Church University.

Secondary school students' reasoning about science and personhood

Billingsley, B. and Nassaji, M. 2021. Secondary school students' reasoning about science and personhood. Science & Education. https://doi.org/10.1007/s11191-021-00199-x

Scientism, creationism or category error? A cross‐age survey of secondary school students’ perceptions of the relationships between science and religion

Billingsley, B., Taber, K. and Nassaji, M. 2020. Scientism, creationism or category error? A cross‐age survey of secondary school students’ perceptions of the relationships between science and religion. The Curriculum Journal. 32 (2), pp. 334-358. https://doi.org/10.1002/curj.83

Primary school students’ perspectives on questions that bridge science and religion: Findings from a survey study in England

Billingsley, B., Abedin, M. and Nassaji, Mehdi 2019. Primary school students’ perspectives on questions that bridge science and religion: Findings from a survey study in England. British Educational Research Journal. 46 (1), pp. 177-204. https://doi.org/10.1002/berj.3574

A guidebook to building an epistemically insightful learning experience in primary schools

Lawson, F., Simpson, S. and Billingsley, B. 2020. A guidebook to building an epistemically insightful learning experience in primary schools. Canterbury Christ Church University. https://doi.org/10.5281/zenodo.5211208

A guidebook to building permeable classroom walls in secondary schools

Lawson, F. and Billingsley, B. 2020. A guidebook to building permeable classroom walls in secondary schools. Canterbury Christ Church University. https://doi.org/10.5281/zenodo.5220714

The epistemic insight digest: Issue 1: Autumn 2020

Billingsley, Berry, Stone, Paula, Goddard, Kim, Peters, Christopher, Wilkinson, Victoria, Wilkinson, Murray, Stockham, Claire, Spaull, Stewart, Smith, Lauren, Robinson, Benjamin and Hosseinzadehrahvar, Shirin Stone, Paula (ed.) 2020. The epistemic insight digest: Issue 1: Autumn 2020. Canterbury Canterbury Christ Church University.

Shattering the subject silos: learning about big questions and epistemic insights

Billingsley, B. and Hazeldine, L. 2020. Shattering the subject silos: learning about big questions and epistemic insights. Impact: Journal of the Chartered College of Teaching. Summer (Issue 9).

Developing a cross-curricular session about evolution for initial teacher education: findings from a small-scale study with pre-service primary school teacher

Billingsley, B., Abedin, M., Chappell, K. and Hatcher, C. 2019. Developing a cross-curricular session about evolution for initial teacher education: findings from a small-scale study with pre-service primary school teacher. in: Harms, U. and Reiss, M. (ed.) Evolution Education Re-considered: Understanding What Works Switzerland Springer. pp. 41-57