Dr Mehdi Nassaji
| Name | Dr Mehdi Nassaji |
|---|---|
| Job title | LASAR Research Fellow |
Research outputs
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. https://doi.org/10.1002/curj.83Primary school students’ perspectives on questions that bridge science and religion: findings from a survey study in England
Billingsley, B., Abedin, M. and Nassaji, M. 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.3574Exploring 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/s11191-019-00031-7Perceptions of the relationships between science and religion held by upper-secondary school students in Church of England schools
Billingsley, B. and Nassaji, M. 2019. Perceptions of the relationships between science and religion held by upper-secondary school students in Church of England schools. International Journal of Christianity & Education. https://doi.org/10.1177/2056997119895542A 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/s11165-018-9788-6Entrenched 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. 26-31.177
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