Epistemic insight: teaching and learning about the nature of science in real-world and multidisciplinary arenas

Journal article

Billingsley, B. and Hardman, M. 2017. Epistemic insight: teaching and learning about the nature of science in real-world and multidisciplinary arenas. School Science Review.
AuthorsBillingsley, B. and Hardman, M.
KeywordsScience education; Epistemic insight; Teaching and learning
Year2017
JournalSchool Science Review
PublisherThe Association for Science Education
ISSN0036–6811
Official URLhttps://www.ase.org.uk/journals/school-science-review/2017/06/365/
Publication dates
PrintJun 2017
Publication process dates
Deposited15 Nov 2017
Accepted author manuscript
Output statusPublished
Permalink -

https://repository.canterbury.ac.uk/item/88661/epistemic-insight-teaching-and-learning-about-the-nature-of-science-in-real-world-and-multidisciplinary-arenas

Download files

Accepted author manuscript
SSR June 2017 EI editorial.pdf

  • 203
    total views
  • 158
    total downloads
  • 0
    views this month
  • 0
    downloads this month

Export as

Related outputs

Big questions and interdisciplinary learning: Issue 1
Clarke, S., Billingsley, B. and Luke, H. 2024. Big questions and interdisciplinary learning: Issue 1. Canterbury Christ Church University. https://doi.org/10.5281/zenodo.12205280
Widening participation and success in STEM: embedding research-engaged practice to measure impact
Lawson, Finley, Colley, Stefan, Anthony, Anna, Billingsley, Berry and Harvey, Dana 2024. Widening participation and success in STEM: embedding research-engaged practice to measure impact. Widening Participation and Lifelong Learning. 26 (2), pp. 248-261. https://doi.org/10.5456/wpll.26.2.248
Approaching STEAM via inquiry-based responses to big questions: how “epistemic insight” changes informal science learning
Lawson, F., Colley, S. and Billingsley, B. 2024. Approaching STEAM via inquiry-based responses to big questions: how “epistemic insight” changes informal science learning. in: Thomson, M. M. (ed.) Motivation and Engagement in Various Learning Environments: Interdisciplinary Perspectives Charlotte, NC Information Age Publishing.
Using generative artificial intelligence to catalyse further interdisciplinarity across higher education
Clarke, S., Billingsley, B. and O'Leary, S. 2024. Using generative artificial intelligence to catalyse further interdisciplinarity across higher education. Graduate College Working Papers.
What is the future of knowledge?
Billingsley, B., Gale, Francesca and Chappell, Keith 2023. What is the future of knowledge? Journal of Biological Education. 57 (3), pp. 453-454. https://doi.org/10.1080/00219266.2023.2190270
EI STFC Power of Light animation - introducing Big Questions and Diamond Light Source
Cullimore, M., Billingsley, B., Heyes, J. and Gordon, A. EI STFC Power of Light animation - introducing Big Questions and Diamond Light Source. https://doi.org/10.5281/zenodo.7439214
Embedding epistemic insight (EI) in teacher training programmes in English universities: barriers and how to overcome them
Billingsley, B., Riga, F., Windsor, Mark and Gordon, A. 2023. Embedding epistemic insight (EI) in teacher training programmes in English universities: barriers and how to overcome them. Teacher Development. https://doi.org/10.1080/13664530.2023.2236056
The role of biology teachers in epistemically insightful health and wellbeing education: a case study of the English relationships, sex and health education curriculum
Heyes, J. and Billingsley, B. 2023. The role of biology teachers in epistemically insightful health and wellbeing education: a case study of the English relationships, sex and health education curriculum. Journal of Biological Education. 58 (5), pp. 1090-1102. https://doi.org/10.1080/00219266.2022.2157860
Preparing students to engage with science‐ and technology‐related misinformation: The role of epistemic insight
Billingsley, B. and Heyes, J. 2022. Preparing students to engage with science‐ and technology‐related misinformation: The role of epistemic insight. The Curriculum Journal. 34 (2), pp. 335-351. https://doi.org/10.1002/curj.190
The Power of Light Zine 3 - Why do we explore the world around us? - an epistemically insightful way to explore the nature of science and research at Diamond Light Source, UK
Cullimore, M., Halford, K., Day, S,, Gordon, A., Billingsley, B. and Mosselmans, F. 2022. The Power of Light Zine 3 - Why do we explore the world around us? - an epistemically insightful way to explore the nature of science and research at Diamond Light Source, UK. https://doi.org/10.5281/zenodo.7438811
The Power of Light Zine 2 - Why does life exist? - an epistemically insightful way to explore the nature of science and research at Diamond Light Source, UK
Cullimore, M., Geraki, T., Linton, P., Gordon, A., Billingsley, B. and Halford, K. 2022. The Power of Light Zine 2 - Why does life exist? - an epistemically insightful way to explore the nature of science and research at Diamond Light Source, UK. https://doi.org/10.5281/zenodo.7438698
The Power of Light Zine 1 - Why do things change? - an epistemically insightful way to explore the nature of science and research at Diamond Light Source, UK
Cullimore, M., Halford, K., Mosselmans, F., Reeve, L., Billingsley, B. and Gordon, A. 2022. The Power of Light Zine 1 - Why do things change? - an epistemically insightful way to explore the nature of science and research at Diamond Light Source, UK. https://doi.org/10.5281/zenodo.7401129
Epistemic insight: Teaching students about the nature of knowledge, science, religion and beyond
Lawson, F. and Billingsley, B. 2022. Epistemic insight: Teaching students about the nature of knowledge, science, religion and beyond.
Secondary school students’ perceptions of scientific and religious positions on miracles
Billingsley, B., Taber, K. and Nassaji, M. 2021. Secondary school students’ perceptions of scientific and religious positions on miracles. Science and Christian Belief.
Secondary students' values and perceptions of science-related careers: responses to vignette-based scenarios
Taber, K., Billingsley, B. and Riga, F. 2021. Secondary students' values and perceptions of science-related careers: responses to vignette-based scenarios. SN Social Sciences. 1 (5), p. 104. https://doi.org/10.1007/s43545-021-00130-9
Covid-19 as an opportunity to teach epistemic insight: findings from exploratory workshops on Covid-19 and science with students aged 15-17 in England
Billingsley, B., Heyes, J. and Nassaji, M. 2021. Covid-19 as an opportunity to teach epistemic insight: findings from exploratory workshops on Covid-19 and science with students aged 15-17 in England. SN Social Sciences. 1 (11), p. 260. https://doi.org/10.1007/s43545-021-00243-1
The epistemic insight digest: Issue 2: Summer 2021
Crook, Matthew, Wall, Jasmine, Chignall, David, Parker, Gayle, Wilkinson, Murray and Billingsley, Berry Shalet, Dani (ed.) 2021. The epistemic insight digest: Issue 2: Summer 2021. Canterbury Canterbury Christ Church University.
Secondary school students' reasoning about science and personhood
Billingsley, B. and Nassaji, M. 2021. Secondary school students' reasoning about science and personhood. Science & Education. https://doi.org/10.1007/s11191-021-00199-x
Primary school students’ perspectives on questions that bridge science and religion: Findings from a survey study in England
Billingsley, B., Abedin, M. and Nassaji, Mehdi 2019. Primary school students’ perspectives on questions that bridge science and religion: Findings from a survey study in England. British Educational Research Journal. 46 (1), pp. 177-204. https://doi.org/10.1002/berj.3574
Perceptions of the relationships between science and religion held by upper-secondary school students in Church of England schools
Billingsley, B. and Nassaji, Mehdi 2020. Perceptions of the relationships between science and religion held by upper-secondary school students in Church of England schools. International Journal of Christianity & Education. 24 (2), pp. 153-178. https://doi.org/10.1177/2056997119895542
A guidebook to building an epistemically insightful learning experience in primary schools
Lawson, F., Simpson, S. and Billingsley, B. 2020. A guidebook to building an epistemically insightful learning experience in primary schools. Canterbury Christ Church University. https://doi.org/10.5281/zenodo.5211208
A guidebook to building permeable classroom walls in secondary schools
Lawson, F. and Billingsley, B. 2020. A guidebook to building permeable classroom walls in secondary schools. Canterbury Christ Church University. https://doi.org/10.5281/zenodo.5220714
The epistemic insight digest: Issue 1: Autumn 2020
Billingsley, Berry, Stone, Paula, Goddard, Kim, Peters, Christopher, Wilkinson, Victoria, Wilkinson, Murray, Stockham, Claire, Spaull, Stewart, Smith, Lauren, Robinson, Benjamin and Hosseinzadehrahvar, Shirin Stone, Paula (ed.) 2020. The epistemic insight digest: Issue 1: Autumn 2020. Canterbury Canterbury Christ Church University.
A material-dialogic perspective on powerful knowledge and matter within a science classroom
Hardman, M., Riordan, J. and Hetherington, L. 2020. A material-dialogic perspective on powerful knowledge and matter within a science classroom. in: Hudson, B., Stolare, M., Gericke, N. and Olin-Scheller, C. (ed.) Powerful knowledge and epistemic quality across school subjects London Bloomsbury Academic.
Scientism, creationism or category error? A cross‐age survey of secondary school students’ perceptions of the relationships between science and religion
Billingsley, B., Taber, K. and Nassaji, M. 2020. Scientism, creationism or category error? A cross‐age survey of secondary school students’ perceptions of the relationships between science and religion. The Curriculum Journal. 32 (2), pp. 334-358. https://doi.org/10.1002/curj.83
Shattering the subject silos: learning about big questions and epistemic insights
Billingsley, B. and Hazeldine, L. 2020. Shattering the subject silos: learning about big questions and epistemic insights. Impact: Journal of the Chartered College of Teaching. Summer (Issue 9).
Developing a cross-curricular session about evolution for initial teacher education: findings from a small-scale study with pre-service primary school teacher
Billingsley, B., Abedin, M., Chappell, K. and Hatcher, C. 2019. Developing a cross-curricular session about evolution for initial teacher education: findings from a small-scale study with pre-service primary school teacher. in: Harms, U. and Reiss, M. (ed.) Evolution Education Re-considered: Understanding What Works Switzerland Springer. pp. 41-57
Exploring secondary school students’ stances on the predictive and explanatory power of science
Billingsley, B. and Nassaji, M. 2019. Exploring secondary school students’ stances on the predictive and explanatory power of science. Science & Education. 28 (1-2), pp. 87-107. https://doi.org/10.1007/s11191-019-00031-7
Inspiring minds: Widening participation opportunities with big questions on identity and STEM
Lawson, F. and Billingsley, B. 2019. Inspiring minds: Widening participation opportunities with big questions on identity and STEM.
A framework for teaching epistemic insight in schools
Billingsley, B., Nassaji, M., Fraser, S. and Lawson, F. 2018. A framework for teaching epistemic insight in schools. Research in Science Education. 48, pp. 1115-1132. https://doi.org/10.1007/s11165-018-9788-6
Entrenched compartmentalisation and students’ abilities and levels of interest in science
Billingsley, B., Nassaji, M. and Abedin, M. 2017. Entrenched compartmentalisation and students’ abilities and levels of interest in science. School Science Review. 99 (367), pp. 26-31.
Epistemic insight and the power and limitations of science in multidisciplinary arenas
Billingsley, B. and Hardman, M. 2017. Epistemic insight and the power and limitations of science in multidisciplinary arenas. School Science Review. 99 (367), pp. 16-18.
Epistemic insight and classrooms with permeable walls
Billingsley, B. and Ramos Arias, A. 2017. Epistemic insight and classrooms with permeable walls. School Science Review. 99 (367), pp. 44-53.
Teaching and learning about epistemic insight
Billingsley, B. 2017. Teaching and learning about epistemic insight. School Science Review.
Complexity and classroom learning
Hardman, M. 2015. Complexity and classroom learning. PhD Thesis Canterbury Christ Church University Secondary ITE
Human behaviour: a bridge too far for complexity
Hardman, M. 2011. Human behaviour: a bridge too far for complexity.
Learning to teach in 'urban complex schools'
Hardman, M. 2010. Learning to teach in 'urban complex schools'.
Complex neural networks - a useful model for classroom learning?
Hardman, M. 2010. Complex neural networks - a useful model for classroom learning?
The dynamics of group learning
Hardman, M. 2011. The dynamics of group learning. in: Towards a Global Competitive Learning Community - The Role of Active Pedagogy Kerala, India Department of Education, Kerala, India.
Is complexity theory useful in describing classroom learning?
Hardman, M. 2011. Is complexity theory useful in describing classroom learning? in: Hudson, B. and Meinert, M. (ed.) Beyond Fragmentation: Didactics, Learning and Teaching in Europe Leverkusen, Germany Verlag Barbara Budrich. pp. 355-366
Is complexity theory useful in describing classroom learning?
Hardman, M. 2010. Is complexity theory useful in describing classroom learning?