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Secondary school science teachers report that their approaches to some topics are affected by the recognition that some pupils hold religious beliefs, while primary school teacher trainees express concern about teaching evolution to children with a religious faith. Pupils in British schools and internationally often assume a conflict between science and religion and this perception risks closing the world of science to some learners. This article therefore argues for the importance of frameworks to help science teachers to understand different perspectives on the relationship between science and religion and proposes a dual-axis model as the most useful such framework.
