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British Journal of Religious Education Volume 43, 2021 - Issue 2
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‘Science is purely about the truth so I don’t think you could compare it to non-truth versus the truth.’ Students’ perceptions of religion and science, and the relationship(s) between them: religious education and the need for epistemic literacy.

Jo PearceUCL Institute of Education, University College London, London, UKCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-3506-0877View further author information
ORCID Icon,
Alexis StonesUCL Institute of Education, University College London, London, UKORCID Iconhttps://orcid.org/0000-0001-7842-6173View further author information
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Michael J. ReissUCL Institute of Education, University College London, London, UKORCID Iconhttps://orcid.org/0000-0003-1207-4229View further author information
ORCID Icon &
Tamjid MujtabaUCL Institute of Education, University College London, London, UKORCID Iconhttps://orcid.org/0000-0003-1437-9827View further author information
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Pages 174-189 | Published online: 27 Jun 2019

Citations (13)

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Read on this site (4)

Reut Stahi-Hitin & Anat Yarden. (2022) Should high-school biology teachers relate to students’ religious faith when teaching evolution? The perspective of Jewish teachers. International Journal of Science Education 44:7, pages 1186-1207.
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Ewan Cameron & Claire Cassidy. (2022) Collaborative, child-led philosophical inquiry in Religious and Moral Education. British Journal of Religious Education 44:2, pages 172-187.
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Jessica Chan, Nigel Fancourt & Liam Guilfoyle. (2021) Argumentation in religious education in England: an analysis of locally agreed syllabuses. British Journal of Religious Education 43:4, pages 458-471.
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Alexis Stones, Jo Pearce, Michael J. Reiss & Tamjid Mujtaba. (2020) Students’ Perceptions of Religion and Science, and How They Relate: the Effects of a Classroom Intervention. Religious Education 115:3, pages 349-363.
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Articles from other publishers (9)

Andy Markwick & Michael J. Reiss. (2024) Reconceptualising the school curriculum to address global challenges: Marrying aims‐based and ‘powerful knowledge’ approaches. The Curriculum Journal.
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Mary Woolley, Robert A. Bowie, Sabina Hulbert, Caroline Thomas, John‐Paul Riordan & Lynn Revell. (2023) Teachers' perspectives on the relationship between secondary school departments of science and religious education: Independence or mutual enrichment?. The Curriculum Journal.
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Mary Woolley, Robert A. Bowie, Sabina Hulbert, Caroline Thomas, John‐Paul Riordan & Lynn Revell. (2022) Science and RE teachers' perspectives on the purpose of RE on the secondary school curriculum in England . The Curriculum Journal 34:3, pages 487-504.
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Tamjid Mujtaba & Michael Reiss. (2022) The Development of an ‘Attitudes to Science and Religion’ Instrument for Secondary School Students: How Are the Attitudes of Students to Science and Religion Associated with Student Religion and Other Characteristics?. Education Sciences 12:12, pages 937.
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Alexis Stones & Jo Fraser-Pearce. (2022) Is there a place for Bildung in preparing Religious Education teachers to support and promote epistemic justice in their classrooms?. Journal of Religious Education 70:3, pages 367-382.
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Nigel Fancourt & Liam Guilfoyle. (2021) Interdisciplinary perspective-taking within argumentation: students’ strategies across science and religious education. Journal of Religious Education 70:1, pages 1-23.
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David Mitchell & Alexis Stones. (2022) Disciplinary knowledge for what ends? The values dimension of curriculum research in the Anthropocene. London Review of Education 20:1.
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Berry Billingsley & Mehdi Nassaji. (2021) Secondary School Students’ Reasoning About Science and Personhood. Science & Education 30:4, pages 967-991.
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María del Carmen Olmos-Gómez, Rafael López-Cordero, Sonia García-Segura & Francisca Ruiz-Garzón. (2020) Adolescents’ Perception of Religious Education According to Religion and Gender in Spain. Religions 11:11, pages 616.
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