Treating creationism as a controversial topic within the science and religion issue in the science classroom has
been widely discussed in the recent literature. Some researchers have proposed that this topic is best addressed
by focusing on sociocognitive conflict. To prepare new learning opportunities for this approach, it is necessary
to know the concrete arguments that students use in their discussions on this issue. Therefore, this study aimed
to provide a systematic description of these arguments. For this purpose, upper secondary students (N=43)
argued for either the acceptance of evolutionary theory or faith in Genesis in a written speech. The study was
conducted during their regular biology and religious education classes. Generated arguments were analysed by
qualitative content analysis. Three dimensions of the arguments were described: the content (science or religion),
the valuation of the argument (positive or negative), and whether the argument consisted of a descriptive
or normative argumentation. The results indicate that students found it easier to generate arguments about the
scientific side of the issue; however, these arguments were negatively constructed. The results are discussed with
regard to implications for educational approaches for teaching controversial issues at the high-school level.

• Students’ arguments on the science and religion issue: the example of evolutionary theory and Genesis

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