Science and Religion in Education

This book brings together the latest research in education in relation to science and religion. Leading international scholars and practitioners provide vital insights into the underlying debates and present a range of practical approaches for teaching. K

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Berry Billingsley Keith Chappell Michael J. Reiss Editors

Science and Religion in Education

Contemporary Trends and Issues in Science Education Volume 48 Series Editor Dana L. Zeidler, University of South Florida, Tampa, FL, USA Editorial Board Fouad Abd-El-Khalick, The University of North Carolina, Chapel Hill, NC, USA Michael P. Clough, Iowa State University, Ames, IA, USA Marissa Rollnick, University of the Witwatersrand, Johannesburg, SA Troy D. Sadler, University of Missouri, Columbia, Missouri, USA Svein Sjøeberg, University of Oslo, Oslo, Norway David Treagust, Curtin University of Technology, Perth, Australia Larry D. Yore, University of Victoria, British Columbia, BC, Canada

SCOPE The book series Contemporary Trends and Issues in Science Education provides a forum for innovative trends and issues connected to science education. Scholarship that focuses on advancing new visions, understanding, and is at the forefront of the field is found in this series. Accordingly, authoritative works based on empirical research and writings from disciplines external to science education, including historical, philosophical, psychological and sociological traditions, are represented here. More information about this series at http://www.springer.com/series/6512

Berry Billingsley  •  Keith Chappell Michael J. Reiss Editors

Science and Religion in Education

Editors Berry Billingsley LASAR (Learning about Science and Religion) Canterbury Christ Church University Canterbury, UK

Keith Chappell LASAR (Learning about Science and Religion) Canterbury Christ Church University Canterbury, UK

Michael J. Reiss Institute of Education University College London London, UK

ISSN 1878-0482     ISSN 1878-0784 (electronic) Contemporary Trends and Issues in Science Education ISBN 978-3-030-17233-6    ISBN 978-3-030-17234-3 (eBook) https://doi.org/10.1007/978-3-030-17234-3 © Springer Nature Switzerland AG 2019 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors, and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral wi