TABLE 2.

ReCCEE practices and citations supporting them

ReCCEE practice	Description	Empirical support
Acknowledge	Acknowledge that some students may see a conflict between evolution and their religious beliefs.	Jackson et al., 1995; Dagher and BouJaoude, 1997; Brickhouse et al., 2000; Donnelly et al., 2008
Explore	Discuss and encourage the exploration of students’ personal views on evolution and religion.	Scharmann, 1993, 1994; Ingram and Nelson, 2006; Wiles and Alters, 2011; Winslow et al., 2011; Manwaring et al., 2015; Scharmann and Butler, 2015
Teach the nature of science	Explain to students the bounded nature of science and different ways of knowing.	Rutledge and Warden, 2000; Scharmann et al., 2005; Ingram and Nelson, 2006; Martin-Hansen, 2006; Nehm and Schonfeld, 2007; Ladine, 2009; Cavallo et al., 2011; Carter and Wiles, 2014
Outline the spectrum of viewpoints	Explain that there are diverse viewpoints on evolution and religion and that viewpoints are not restricted to atheistic evolution and special creationism. Discuss the possibility of theistic evolution.	Verhey, 2005; Ingram and Nelson, 2006; Martin-Hansen, 2006; Donnelly et al., 2008; Wiles and Alters, 2011; Barnes et al., 2017a
Provide role models	Highlight religious leaders and biologists who accept evolution.	Winslow et al., 2011; Barnes et al., 2017a
Highlight potential ­compatibility	Explicitly discuss the potential compatibility between evolution and religion.	Martin-Hansen, 2006; Robbins and Roy, 2007; Wiles and Alters, 2011; Scharmann and Butler, 2015