Epistemic insight and classrooms with permeable walls

Journal article


Billingsley, B. and Ramos Arias, A. 2017. Epistemic insight and classrooms with permeable walls. School Science Review. 99 (367), pp. 44-53.
AuthorsBillingsley, B. and Ramos Arias, A.
Abstract

The boundaries between subject disciplines in secondary education today make it difficult for students to see their subjects in context. However, examining the secondary curriculum in England shows that there are a wealth of opportunities for making links and helping to develop students’ epistemic insight and scholarly thought.

This article provides concrete examples of these opportunities and offers a view into ongoing research by the LASAR Centre at Canterbury Christ Church University (UK), which supports teachers in bridging subject boundaries through a strategy called Classrooms with Permeable Walls.

Year2017
JournalSchool Science Review
Journal citation99 (367), pp. 44-53
PublisherThe Association for Science Education
ISSN0036-6811
Official URLhttps://www.ase.org.uk/resources/school-science-review/issue-367/epistemic-insight-and-classrooms-permeable-walls
Publication dates
Print15 Dec 2017
Publication process dates
Deposited13 Mar 2018
Output statusPublished
Publisher's version
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https://repository.canterbury.ac.uk/item/8894z/epistemic-insight-and-classrooms-with-permeable-walls

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