Entrenched compartmentalisation and students’ abilities and levels of interest in science

Journal article

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.

Publication dates
Authors	Billingsley, B., Nassaji, M. and Abedin, M.
Abstract	This article explores the notion that asking and exploring so-called ‘big questions’ could potentially increase the diversity and number of students who aspire to work in science and science-related careers. The focus is the premise that girls are more interested than boys in the relationships between science and other disciplines. The article also examines the view that the practice of entrenched compartmentalisation is squeezing students’ curiosity and channelling their thinking away from creative activities such as identifying good questions to ask and devising ways to address them. Based on their findings, the authors suggest that entrenched compartmentalisation could be a barrier in schools to students’ intellectual progression and to students’, particularly girls’, interest in science.
Year	2017
Journal	School Science Review
Journal citation	99 (367), pp. 26-31
Publisher	The Association for Science Education
ISSN	0036-6811
Official URL	https://www.ase.org.uk/system/files/SSR_December_2017_026-031_Billingsley_Nassaji_Abedin.pdf
Related URL	https://www.ase.org.uk/home/
Print	15 Dec 2017
Publication process dates
Deposited	13 Mar 2018
Accepted author manuscript	Entrenched compartmentalisation.pdf
Output status	Published

Permalink -

https://repository.canterbury.ac.uk/item/8894x/entrenched-compartmentalisation-and-students-abilities-and-levels-of-interest-in-science

Download files

Accepted author manuscript

Entrenched compartmentalisation.pdf

171
total views
115
total downloads
4
views this month
5
downloads this month

Export as

Related outputs

Epistemic insight: Teaching students about the nature of knowledge, science, religion and beyond

Lawson, F. and Billingsley, B. Epistemic insight: Teaching students about the nature of knowledge, science, religion and beyond.

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. https://doi.org/10.1002/curj.190

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

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

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

Epistemic insight: a systematic problem and an ecosystemic solution.

Nassaji, M. and Gordon, A.J. 2020. Epistemic insight: a systematic problem and an ecosystemic solution.

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.

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