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Table 3.
Aspects of evolution instruction that reduced students' level of perceived conflict between religion and evolution.
Description
1. Did not force student acceptance of evolution The student perceived that the instructor let students form their own opinions about evolution. 
2. Respect for multiple viewpoints The student perceived that the instructor remained respectful of students who had different views about evolution. 
3. Exposure to evolution content The student learned facts about and evidence for evolution. 
4. Presented religious scientist role models The student learned that there are religious scientists who have reconciled their religious beliefs and evolution. 
5. Acknowledgment of students' potential conflict between religion and evolution The student cited that the instructor acknowledged that some students might see a conflict between religion and evolution and that a conflict could exist between religion and evolution. 
6. Presented the bounded nature of science The student learned that science and religion can be conceptualized as two separate realms that do not conflict with one another if they do not attempt to address the same questions. 
7. Described multiple viewpoints The student learned that there are a variety of viewpoints on the relationship between religion and evolution. 
8. Safe classroom community The student felt as though they could safely voice their opinion of evolution in the classroom, and did not feel pressured to share their ideas with the class. 
Description
1. Did not force student acceptance of evolution The student perceived that the instructor let students form their own opinions about evolution. 
2. Respect for multiple viewpoints The student perceived that the instructor remained respectful of students who had different views about evolution. 
3. Exposure to evolution content The student learned facts about and evidence for evolution. 
4. Presented religious scientist role models The student learned that there are religious scientists who have reconciled their religious beliefs and evolution. 
5. Acknowledgment of students' potential conflict between religion and evolution The student cited that the instructor acknowledged that some students might see a conflict between religion and evolution and that a conflict could exist between religion and evolution. 
6. Presented the bounded nature of science The student learned that science and religion can be conceptualized as two separate realms that do not conflict with one another if they do not attempt to address the same questions. 
7. Described multiple viewpoints The student learned that there are a variety of viewpoints on the relationship between religion and evolution. 
8. Safe classroom community The student felt as though they could safely voice their opinion of evolution in the classroom, and did not feel pressured to share their ideas with the class. 
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