While Ester Aflalo's conclusions for teaching the nature of science seem uncontentious her analysis of degree of religiosity and its relationship to perceptions of the nature of science among Palestinian Muslim and Jewish Israelis fails to take into account complex affiliations to religion such as history, the nature of identity and resistance to political oppression. My response is that the focus on religion and science, while important, can obscure subtle relationships between worldviews and perceptions of the nature of science. Analysis of this latter relationship may be more fruitful in supporting transformative science teaching.