Dr Mehdi Nassaji


NameDr Mehdi Nassaji
Job titleLASAR 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.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, 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.3574

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

Perceptions 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/10.1177/2056997119895542

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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