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
Journal article
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
| Authors | Billingsley, B., Heyes, J. and Nassaji, M. |
|---|---|
| Abstract | The contributions of science and scientists to combatting Covid-19 have been at the forefront of media attention throughout 2020 and early 2021, exposing the public to the processes of science in an unprecedented manner. The pandemic has highlighted the necessity of scientists working collaboratively with other disciplines in informing thinking about a complex, evolving real-world problem. This draws attention to recent efforts, both in the UK and internationally, towards curriculum reform integrating epistemic insight (knowledge about knowledge, including about what disciplines are and how they interact), with significant implications for the teaching of science in schools. We present findings from two exploratory workshops with 15-17-year-old students in England on the role of science during the pandemic. We found that the workshops provided space for students to begin to develop epistemic insight regarding how science informs decision-making in dialogue with other disciplines. We make recommendations proposing pedagogical approaches using live, complex, real-world problems to address issues around understandings of the nature of science, misinformation, trust and participation in science. |
| Keywords | Misinformation; Science education; Multi-disciplinarity; Covid-19; Epistemic insight |
| Year | 2021 |
| Journal | SN Social Sciences |
| Journal citation | 1 (11), p. 260 |
| Publisher | Springer |
| ISSN | 2662-9283 |
| Digital Object Identifier (DOI) | https://doi.org/10.1007/s43545-021-00243-1 |
| Official URL | https://link.springer.com/article/10.1007/s43545-021-00243-1 |
| Funder | Templeton World Charity Foundation |
| Publication dates | |
| Online | 22 Sep 2021 |
| 01 Jan 2021 | |
| Publication process dates | |
| Accepted | 19 Aug 2021 |
| Deposited | 18 Feb 2022 |
| Accepted author manuscript | File Access Level Open |
| Publisher's version | License |
| Output status | Published |
| License | CC BY 4.0 |
Permalink -
https://repository.canterbury.ac.uk/item/9010y/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
Download files
96
total views42
total downloads7
views this month0
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.12205280Widening 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.26.2.248Approaching 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.7439214Embedding 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/10.1080/13664530.2023.2236056The 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/10.1080/00219266.2022.2157860Preparing 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.190The 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.7438811The 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.7438698The 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