Perceptions of the relationships between science and religion held by upper-secondary school students in Church of England schools

Abstract

We report on a large-scale survey of 1,772 upper-secondary school students in 16 Church of England schools to discover their perceptions of how science and religion relate. We found that students who attend Church schools are pedagogically, socially and cognitively confined to the view that science and religion conflict. The findings are discussed alongside interview studies with students which sought to discover the extent to which they have the epistemic insight they need to access a range of views about the relationships between science and religion.