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The explanatory coexistence of scientific and supernatural explanations in the same mind challenges the most influential theories of knowledge acquisition in psychology. It shows that although individuals acquire the scientific theories, the supernatural explanations are also used as causal explanatory frameworks even by experts. The present review and meta-analysis aimed to explore the factors that could influence the coexistence of supernatural and scientific explanatory frameworks in the concepts of the origins of life, illness and death/afterlife. On the basis of 35 identified articles (45 studies) that have been published between 1985 and 2016 and that examined both scientific and supernatural explanations within these concepts, the impact of age, religiousness, scientific expertise, cultural background and contextual factors was explored. Results suggest that although religiousness, cultural background, and contextual information have a large effect on the concepts of death/afterlife, illness and the origins of life respectively, the magnitude of the average effect depends on the concept.

Higher education institutions are responsible for preparing and equipping undergraduate students with the skills required by the labor market, such as critical thinking. However, academics should consider students’ pre-existing ideas before designing and implementing an instructional intervention regarding critical thinking. Drawing on the literature for conceptual change, the current study aimed to map students’ conceptualization of critical thinking and their ideas regarding the acquisition of critical thinking. In total, 243 first-year social sciences students participated in the study. To explore students’ ideas, the authors constructed an instrument with 20 scientific and non-scientific statements about critical thinking. The instrument was a two-tier questionnaire, and participants indicated their level of agreement with each statement using a 5-point Likert scale as well as their confidence in their answers. Students’ ideas were categorized into six groups depending on their endorsements for the statement and their level of confidence in their decision. Results revealed that students had insufficient conceptualization of critical thinking, and their ideas regarding how critical thinking might be acquired were not consistently aligned with those of academics. Implications for instruction are discussed considering students’ ideas on critical thinking.