Berry Billingsley is Professor of Science Education and leads the LASAR (Learning about Science and Religion) research team at Canterbury Christ Church University. Her interests include students' ideas about the nature of science and more broadly, developing strategies to support the development of epistemic insight, young people's engagement in science, artificial intelligence, Big Questions bridging science, religion and the wider humanities and the communication of science and technology news in the media. Equipped with a physics degree, Berry's first career was with the BBC where she produced and presented television and radio programmes including BBC World Service's 'Science in Action', BBC TV's 'Tomorrow’s World' and BBC Education's 'Search out Science'. She then travelled to Australia, to become a senior project manager with the Department of Education. She regularly publishes in science education.Keith Chappell is Research Fellow in the Learning AboutScience and Religion team at the Canterbury Christ Church University. He has previously taught biological sciences at the University of Reading and the University of Derby. As well his interests in biology he writes in the field of theology and religious studies, having been a Las Casas scholar at Blackfriars Hall, Oxford studying Christian social teaching. He is a visiting lecturer at the Maryvale Institute, Birmingham and Liverpool Hope University. He is also a theological advisor to the Catholic Bishops’ Conference of England and Wales. In addition to science and religion he is engaged in research in the sociology of religion and the philosophy of biology.Michael J Reiss is Professor of Science Education at UCL Institute of Education, Visiting Professor at the Universities of Kiel, York and the Royal Veterinary College, Honorary Fellow of the British Science Association and of the College of Teachers, Docent at the University of Helsinki, a Fellow of the Academy of SocialSciences and a Priest in the Church of England. He is President of the International Society for Science & Religion and of the International Association for Science and Religion in Schools and has research and consultancy interests in science education, bioethics and sex education.

• 1 Foreword; Alister McGrath.- 2 Introduction; Berry Billingsley, Keith Chappell and Michael Reiss.- SECTION 1; Beyond Barbour.- 3 Section 1 Introduction: Beyond Barbour: new ways of teaching the relationship between science and religion; Bethany N. Sollereder.- 4 Turning Barbour’s model Inside Out: On using popular culture to teach about science and religion; Tuomas W. Manninen.- 5 Beyond Barbour: A Theology of Science from ancient and modern thinkers; Tom McLeish.- 6 Beyond the Territories of Science and Religion; Emily Dumler-Winckler.- 7 The Mediated Nature of Knowledge: Paul Ricoeur’s Philosophy as a Means of Teaching Students About Science and Religion;  Nathan H. White.- 8 The Moral Impact of Studying Science; Sally Riordan.- 9 Autonomous self and inter-processual self: two different backgrounds that explain how people “see” and live the relation – two ways of dialoguing between science and faith; José Víctor Orón and Kleio Akrivou.- 10  'About' and 'Of' Languages: ANew Way of Framing Religion and Science; Ben Trubody.- SECTION 2 Beyond Bare Statistics.- 11 Section 2 Introduction: Beyond bare statistics; Michael J Reiss.- 12 Truth in science and ‘truth’ in religion: An enquiry into student views on different types of truth-claim; Christina Easton.- 13 Developing a workshop for secondary school students that provides a space to explore questions about human personhood through the context of humanlike machines; Berry Billingsley and Mehdi Nassaji.- 14 Three perspectives on the science-religion issue in science education: Interdisciplinarity, value or ideology orientation and responsible personalization; Jostein Sæther.- 15 Changes and stabilities in the views of German secondary school students on the origin of the world and of humans from the ages of 12 to 14 and 16; Christian Hoeger.- 16 Cultural and religious barriers to learning in science: a South African case study; Ann Cameron.- 17 Ways children reason about science and religion in primary school: Findings from a small-scale study in Australian primary schools; Berry Billingsley and Sharon Fraser. SECTION 3: Beyond Chalk and Talk.- 18 Section 3 Introduction: Beyond Chalk and Talk; Sharon Fraser and Keith Chappell.- 19 Lies, damned lies, science and theology: why everyone needs to know the truth about science and religion; Richard Cheetham.- 20 Implementing the Australian Curriculum Science as a Human Endeavour (SHE) through science-themed films in the context of socio-scientific issues in secondary schools – a focus on argumentation and ethical reasoning; Siew Fong Yap.- 21 Physics and Faith synergy: How to engage audiences of different ages, backgrounds and beliefs; Elisabetta Canetta.- 22 If neither from evolution nor from the Bible, where does tension between science and religion come from? Insights from a survey with High School students in a Roman Catholic society; João C. Paiva, Carla Morais and Luciano Moreira.- 23 Engaging young people in positive, interdisciplinary exploration of science and religious faith;  Stephanie Bryant, Cara Daneel & Lizzie Henderson.- 24 Science, religion and pedagogy: Teachers’ perspectives;  Nasser Mansour.- 25 Science, Ethics, Education and Religion: Connecting and Disconnecting; John Bryant.- 26 Closing Remarks; Berry Billingsley, Keith Chappell and Michael Reiss.

“The whole volume offers a transformative framework for science and religion to flourish in education, and I heartily agree. I hope it finds its way on to reading lists for trainees … . this is a field-leading contribution to science and religion studies and practice that will only be surpassed through the continuing exercise of interdisciplinary teamwork of the same excellent quality.” (Stephen Thompson, Science & Christian Belief, Vol. 33 (1), 2021)

Berry Billingsley is Professor of Science Education and leads the LASAR (Learning about Science and Religion) research team at Canterbury Christ Church University. Her interests include students' ideas about the nature of science and more broadly, developing strategies to support the development of epistemic insight, young people's engagement in science, artificial intelligence, Big Questions bridging science, religion and the wider humanities and the communication of science and technology news in the media. Equipped with a physics degree, Berry's first career was with the BBC where she produced and presented television and radio programmes including BBC World Service's 'Science in Action', BBC TV's 'Tomorrow’s World' and BBC Education's 'Search out Science'. She then travelled to Australia, to become a senior project manager with the Department of Education. She regularly publishes in science education.Keith Chappell is Research Fellow in the Learning AboutScience and Religion team at the Canterbury Christ Church University. He has previously taught biological sciences at the University of Reading and the University of Derby. As well his interests in biology he writes in the field of theology and religious studies, having been a Las Casas scholar at Blackfriars Hall, Oxford studying Christian social teaching. He is a visiting lecturer at the Maryvale Institute, Birmingham and Liverpool Hope University. He is also a theological advisor to the Catholic Bishops’ Conference of England and Wales. In addition to science and religion he is engaged in research in the sociology of religion and the philosophy of biology.Michael J Reiss is Professor of Science Education at UCL Institute of Education, Visiting Professor at the Universities of Kiel, York and the Royal Veterinary College, Honorary Fellow of the British Science Association and of the College of Teachers, Docent at the University of Helsinki, a Fellow of the Academy of SocialSciences and a Priest in the Church of England. He is President of the International Society for Science & Religion and of the International Association for Science and Religion in Schools and has research and consultancy interests in science education, bioethics and sex education.

• 1 Foreword; Alister McGrath.- 2 Introduction; Berry Billingsley, Keith Chappell and Michael Reiss.- SECTION 1; Beyond Barbour.- 3 Section 1 Introduction: Beyond Barbour: new ways of teaching the relationship between science and religion; Bethany N. Sollereder.- 4 Turning Barbour’s model Inside Out: On using popular culture to teach about science and religion; Tuomas W. Manninen.- 5 Beyond Barbour: A Theology of Science from ancient and modern thinkers; Tom McLeish.- 6 Beyond the Territories of Science and Religion; Emily Dumler-Winckler.- 7 The Mediated Nature of Knowledge: Paul Ricoeur’s Philosophy as a Means of Teaching Students About Science and Religion;  Nathan H. White.- 8 The Moral Impact of Studying Science; Sally Riordan.- 9 Autonomous self and inter-processual self: two different backgrounds that explain how people “see” and live the relation – two ways of dialoguing between science and faith; José Víctor Orón and Kleio Akrivou.- 10  'About' and 'Of' Languages: ANew Way of Framing Religion and Science; Ben Trubody.- SECTION 2 Beyond Bare Statistics.- 11 Section 2 Introduction: Beyond bare statistics; Michael J Reiss.- 12 Truth in science and ‘truth’ in religion: An enquiry into student views on different types of truth-claim; Christina Easton.- 13 Developing a workshop for secondary school students that provides a space to explore questions about human personhood through the context of humanlike machines; Berry Billingsley and Mehdi Nassaji.- 14 Three perspectives on the science-religion issue in science education: Interdisciplinarity, value or ideology orientation and responsible personalization; Jostein Sæther.- 15 Changes and stabilities in the views of German secondary school students on the origin of the world and of humans from the ages of 12 to 14 and 16; Christian Hoeger.- 16 Cultural and religious barriers to learning in science: a South African case study; Ann Cameron.- 17 Ways children reason about science and religion in primary school: Findings from a small-scale study in Australian primary schools; Berry Billingsley and Sharon Fraser. SECTION 3: Beyond Chalk and Talk.- 18 Section 3 Introduction: Beyond Chalk and Talk; Sharon Fraser and Keith Chappell.- 19 Lies, damned lies, science and theology: why everyone needs to know the truth about science and religion; Richard Cheetham.- 20 Implementing the Australian Curriculum Science as a Human Endeavour (SHE) through science-themed films in the context of socio-scientific issues in secondary schools – a focus on argumentation and ethical reasoning; Siew Fong Yap.- 21 Physics and Faith synergy: How to engage audiences of different ages, backgrounds and beliefs; Elisabetta Canetta.- 22 If neither from evolution nor from the Bible, where does tension between science and religion come from? Insights from a survey with High School students in a Roman Catholic society; João C. Paiva, Carla Morais and Luciano Moreira.- 23 Engaging young people in positive, interdisciplinary exploration of science and religious faith;  Stephanie Bryant, Cara Daneel & Lizzie Henderson.- 24 Science, religion and pedagogy: Teachers’ perspectives;  Nasser Mansour.- 25 Science, Ethics, Education and Religion: Connecting and Disconnecting; John Bryant.- 26 Closing Remarks; Berry Billingsley, Keith Chappell and Michael Reiss.

“The whole volume offers a transformative framework for science and religion to flourish in education, and I heartily agree. I hope it finds its way on to reading lists for trainees … . this is a field-leading contribution to science and religion studies and practice that will only be surpassed through the continuing exercise of interdisciplinary teamwork of the same excellent quality.” (Stephen Thompson, Science & Christian Belief, Vol. 33 (1), 2021)

Berry Billingsley is Professor of Science Education and leads the LASAR (Learning about Science and Religion) research team at Canterbury Christ Church University. Her interests include students' ideas about the nature of science and more broadly, developing strategies to support the development of epistemic insight, young people's engagement in science, artificial intelligence, Big Questions bridging science, religion and the wider humanities and the communication of science and technology news in the media. Equipped with a physics degree, Berry's first career was with the BBC where she produced and presented television and radio programmes including BBC World Service's 'Science in Action', BBC TV's 'Tomorrow’s World' and BBC Education's 'Search out Science'. She then travelled to Australia, to become a senior project manager with the Department of Education. She regularly publishes in science education.Keith Chappell is Research Fellow in the Learning AboutScience and Religion team at the Canterbury Christ Church University. He has previously taught biological sciences at the University of Reading and the University of Derby. As well his interests in biology he writes in the field of theology and religious studies, having been a Las Casas scholar at Blackfriars Hall, Oxford studying Christian social teaching. He is a visiting lecturer at the Maryvale Institute, Birmingham and Liverpool Hope University. He is also a theological advisor to the Catholic Bishops’ Conference of England and Wales. In addition to science and religion he is engaged in research in the sociology of religion and the philosophy of biology.Michael J Reiss is Professor of Science Education at UCL Institute of Education, Visiting Professor at the Universities of Kiel, York and the Royal Veterinary College, Honorary Fellow of the British Science Association and of the College of Teachers, Docent at the University of Helsinki, a Fellow of the Academy of SocialSciences and a Priest in the Church of England. He is President of the International Society for Science & Religion and of the International Association for Science and Religion in Schools and has research and consultancy interests in science education, bioethics and sex education.

• 1 Foreword; Alister McGrath.- 2 Introduction; Berry Billingsley, Keith Chappell and Michael Reiss.- SECTION 1; Beyond Barbour.- 3 Section 1 Introduction: Beyond Barbour: new ways of teaching the relationship between science and religion; Bethany N. Sollereder.- 4 Turning Barbour’s model Inside Out: On using popular culture to teach about science and religion; Tuomas W. Manninen.- 5 Beyond Barbour: A Theology of Science from ancient and modern thinkers; Tom McLeish.- 6 Beyond the Territories of Science and Religion; Emily Dumler-Winckler.- 7 The Mediated Nature of Knowledge: Paul Ricoeur’s Philosophy as a Means of Teaching Students About Science and Religion;  Nathan H. White.- 8 The Moral Impact of Studying Science; Sally Riordan.- 9 Autonomous self and inter-processual self: two different backgrounds that explain how people “see” and live the relation – two ways of dialoguing between science and faith; José Víctor Orón and Kleio Akrivou.- 10  'About' and 'Of' Languages: ANew Way of Framing Religion and Science; Ben Trubody.- SECTION 2 Beyond Bare Statistics.- 11 Section 2 Introduction: Beyond bare statistics; Michael J Reiss.- 12 Truth in science and ‘truth’ in religion: An enquiry into student views on different types of truth-claim; Christina Easton.- 13 Developing a workshop for secondary school students that provides a space to explore questions about human personhood through the context of humanlike machines; Berry Billingsley and Mehdi Nassaji.- 14 Three perspectives on the science-religion issue in science education: Interdisciplinarity, value or ideology orientation and responsible personalization; Jostein Sæther.- 15 Changes and stabilities in the views of German secondary school students on the origin of the world and of humans from the ages of 12 to 14 and 16; Christian Hoeger.- 16 Cultural and religious barriers to learning in science: a South African case study; Ann Cameron.- 17 Ways children reason about science and religion in primary school: Findings from a small-scale study in Australian primary schools; Berry Billingsley and Sharon Fraser. SECTION 3: Beyond Chalk and Talk.- 18 Section 3 Introduction: Beyond Chalk and Talk; Sharon Fraser and Keith Chappell.- 19 Lies, damned lies, science and theology: why everyone needs to know the truth about science and religion; Richard Cheetham.- 20 Implementing the Australian Curriculum Science as a Human Endeavour (SHE) through science-themed films in the context of socio-scientific issues in secondary schools – a focus on argumentation and ethical reasoning; Siew Fong Yap.- 21 Physics and Faith synergy: How to engage audiences of different ages, backgrounds and beliefs; Elisabetta Canetta.- 22 If neither from evolution nor from the Bible, where does tension between science and religion come from? Insights from a survey with High School students in a Roman Catholic society; João C. Paiva, Carla Morais and Luciano Moreira.- 23 Engaging young people in positive, interdisciplinary exploration of science and religious faith;  Stephanie Bryant, Cara Daneel & Lizzie Henderson.- 24 Science, religion and pedagogy: Teachers’ perspectives;  Nasser Mansour.- 25 Science, Ethics, Education and Religion: Connecting and Disconnecting; John Bryant.- 26 Closing Remarks; Berry Billingsley, Keith Chappell and Michael Reiss.

“The whole volume offers a transformative framework for science and religion to flourish in education, and I heartily agree. I hope it finds its way on to reading lists for trainees … . this is a field-leading contribution to science and religion studies and practice that will only be surpassed through the continuing exercise of interdisciplinary teamwork of the same excellent quality.” (Stephen Thompson, Science & Christian Belief, Vol. 33 (1), 2021)