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Ethics and Education Volume 14, 2019 - Issue 3
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Articles

Evolution education: treating evolution as a sensitive rather than a controversial issue

Michael J. ReissInstitute of Education, University College London, London, UKCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0003-1207-4229
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Pages 351-366 | Published online: 12 May 2019

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Michalinos Zembylas. (2023) Moving beyond debunking conspiracy theories from a narrow epistemic lens: ethical and political implications for education. Pedagogy, Culture & Society 31:4, pages 741-756.
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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)

Emma Newall & Michael J. Reiss. (2023) Evolution hesitancy: challenges and a way forward for teachers and teacher educators. Evolution: Education and Outreach 16:1.
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Michael J. Reiss. 2023. Powerful Knowledge in Religious Education. Powerful Knowledge in Religious Education 111 129 .
Fernando Christofer & Wahyu Irawati. (2022) Peran Guru Kristen dalam Membentuk Pemahaman Siswa tentang Penciptaan Alam Semesta yang Bersumber pada Alkitab. Didache: Journal of Christian Education 3:2, pages 177.
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Kostas Kampourakis. (2022) Reconsidering the goals of evolution education: defining evolution and evolutionary literacy. Evolution: Education and Outreach 15:1.
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Michael J. Reiss. (2022) Trust, Science Education and Vaccines. Science & Education 31:5, pages 1263-1280.
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Delfín Ortega-Sánchez. 2022. Controversial Issues and Social Problems for an Integrated Disciplinary Teaching. Controversial Issues and Social Problems for an Integrated Disciplinary Teaching 1 7 .
Sima Barmania & Michael J. Reiss. (2020) Health promotion perspectives on the COVID-19 pandemic: The importance of religion. Global Health Promotion 28:1, pages 15-22.
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Karin K. Flensner. (2020) Teaching Controversial Issues in Diverse Religious Education Classrooms. Religions 11:9, pages 465.
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Delfín Ortega-Sánchez & Joan Pagès Blanch. (2020) The End-Purpose of Teaching History and the Curricular Inclusion of Social Problems from the Perspective of Primary Education Trainee Teachers. Social Sciences 9:2, pages 9.
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