Science–Religion Relations in Science Teaching: a Systematic Review

Given that educational actors and social groups, including parents, teachers and students, may hold different views on the relationship between science and religion, schools in general – and science teaching in particular – cannot escape the debate surrounding science–religion relations. Different educational systems have adopted various curricular solutions in response to the complexity of this science–religion relationship. This chapter provides a specific and new contribution from several angles: the research questions selected, the period covered by the analysis, the specific focus on publications in English-language journals specializing in science education and the “systematic review” methodology. Thus, while in the French-speaking world, research on the issue of science–religion relations in schools seems to incorporate the notion of secularism as a means of living together, the conceptualizations we have just presented convey a different way of achieving living together: integrating students' cultural (and religious) diversity into science classes.