Dr Mehdi Nassaji


NameDr Mehdi Nassaji
Job titleLASAR Research Fellow
Research instituteLearning about Science and Religion

Research outputs

Epistemic insight: a systematic problem and an ecosystemic solution.

Nassaji, M. and Gordon, A.J. 2020. Epistemic insight: a systematic problem and an ecosystemic solution.

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 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

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

Exploring secondary school students’ stances on the predictive and explanatory power of science

Billingsley, B. and Nassaji, M. 2019. Exploring secondary school students’ stances on the predictive and explanatory power of science. Science & Education. 28 (1-2), pp. 87-107. https://doi.org/10.1007/s11191-019-00031-7

A framework for teaching epistemic insight in schools

Billingsley, B., Nassaji, M., Fraser, S. and Lawson, F. 2018. A framework for teaching epistemic insight in schools. Research in Science Education. 48, pp. 1115-1132. https://doi.org/10.1007/s11165-018-9788-6

Entrenched compartmentalisation and students’ abilities and levels of interest in science

Billingsley, B., Nassaji, M. and Abedin, M. 2017. Entrenched compartmentalisation and students’ abilities and levels of interest in science. School Science Review. 99 (367), pp. 26-31.
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