References | Anderson, J., & Taner, G. (2023). Building the expert teacher prototype: A metasummary of teacher expertise studies in primary and secondary education. Educational Research Review,38(2023), 1–18. https://doi.org/10.1016/j.edurev.2022.100485 Ballantyne, N. (2019a). Epistemic trespassing mind, 128(510), 367–395. https://doi.org/10.1093/mind/fzx042 Ballantyne, N. (2019b). Knowing our limits. Oxford University Press. Billingsley, B., Nassaji, M., Fraser, S., & Lawson, F. (2018). A framework for teaching epistemic insight in schools. Research in Science Education,48, 1115–1131. https://doi.org/10.1007/s11165-018-9788-6 Briggs, A., & Reiss, M. (2021). Human flourishing: Scientific insight and spiritual wisdom in uncertain times. Oxford University Press. Brook, J. (1999). Science and religion: Some historical perspectives. Cambridge University Press. Chen, S., Arsenault, C., & Larivière, V. (2015). Are top-cited papers more interdisciplinary? Journal of Informetrics,9(4), 1034–1046. https://doi.org/10.1016/j.joi.2015.09.003 Davis, A. (2023). Knowing and learning: From hirst to ofsted. Journal of Philosophy of Education,57(1), 214–226. https://doi.org/10.1093/jopedu/qhad002 Department for Education (DfE) (2021). Updated September 13). Relationships education, relationships and sex education (RSE) and health education DfE. Retrieved June 7, 2023, from https://www.gov.uk/government/publications/relationships-education-r... Department for Education (DfE) (2022). Sustainability and climate change strategy. DfE. Retrieved June 7, 2023, from https://www.gov.uk/government/publications/sustainability-and-climat... Graham, C., Williams, G., Bryce, S., & McKenna, J. (2017/2023). Pillars and lintels: The what’s, why’s, and how’s of interdisciplinary learning. Royal Society of Edinburgh Education Committee. Heller, V. (2018). Embodying epistemic responsibility. The interplay of gaze and stance-taking in children’s collaborative reasoning. Research on Children and Social Interaction,2(2), 262–285. https://doi.org/10.1558/rcsi.37391 Jones, S. H., Kaden, T., & Catto, R. (2019). Science, belief and society: International perspectives on religion, non-religion and the public understanding of science. Blackwells. Klaassen, R. (2018). Interdisciplinary education: A case study. European Journal of Engineering Education,43(6), 842–859. https://doi.org/10.1080/03043797.2018.1442417 Lindvig, K., Lyall, C., & Meagher, L. (2019). Creating interdisciplinary education within monodisciplinary structures: The art of managing interstitiality. Studies in Higher Education,44(2), 347–360. https://doi.org/10.1080/03075079.2017.1365358 McCreery, E. (2005). Preparing primary school teachers to teach religious education. British Journal of Religious Education,27(3), 265–277. https://doi.org/10.1080/01416200500141421 Messer, N. (2020). Science in theology: Encounters between science and the christian tradition. TandT Clark. Niemelä, M. A. (2021). Crossing curricular boundaries for powerful knowledge. The Curriculum Journal,32(2), 359–375. https://doi.org/10.1002/curj.77 Ofsted (2023). Inspection of Bournemouth Christian School. Crown. Retrieved June 7, 2023, from https://files.ofsted.gov.uk/v1/file/50221399. Penrose, R. (2004. 2016). The road to reality: A complete guide to the laws of the universe. Vintage Publishing. Pountney, R., & McPhail, G. (2019). Crossing boundaries: Exploring the theory, practice and possibility of a ‘future 3’ curriculum. British Education Research Journal,45(3), 483–501. https://doi.org/10.1002/berj.3508 Rached, E., & Grangeat, M. (2021). French teachers’ informal formative assessment in the context of inquiry-based learning. International Journal of Science Education,43(3), 385–406. https://doi.org/10.1080/09500693.2020.1740818 Reiss, M. (2011). How should creationism and intelligent design be dealt with in the classroom? Journal of Philosophy of Education,45(3), 399–415. https://doi.org/10.1111/j.1467-9752.2011.00790.x Riordan, J. P., Revell, L., Bowie, B., Woolley, M., Hulbert, S., & Thomas, C. (2021). Understanding and explaining pedagogical problem solving: A video-based grounded theory study of classroom pedagogy. Research in Science & Technological Education. https://doi.org/10.1080/02635143.2021.2001450 Schijf, J. E., van der Werf, G. P. C., & Jansen, E. P. W. A. (2022). Measuring interdisciplinary understanding in higher education. European Journal of Higher Education. https://doi.org/10.1080/21568235.2022.2058045 Schrader, D. E. (2004). Intellectual safety, moral atmosphere, and epistemology in college classrooms. Journal of Adult Development,11, 87–101. https://doi.org/10.1023/B:JADE.0000024542.67919.55 Spencer, N. (2023). Magisteria, Oneworld. Standish, A. (2012). The false promise of global learning: Why education needs boundaries, Continuum. Svetlana Nikitina, S. (2006). Three strategies for interdisciplinary teaching: Contextualizing, conceptualizing, and problem-centring. Journal of Curriculum Studies,38(3), 251–271. https://doi.org/10.1080/00220270500422632 Tytler, R., Mulligan, J., Prain, V., White, P., Xu, L., Kirk, M., Nielsen, C., & Speldewinde, C. (2021). An interdisciplinary approach to primary school mathematics and science learning. International Journal of Science Education,43(12), 1926–1949. https://doi.org/10.1080/09500693.2021.1946727 Wagner, C., Roessner, J., Bobb, D., Klein, K., Boyack, J., Keyton, K., Rafols, J., & Börner, I. (2011). Approaches to understanding and measuring interdisciplinary scientific research (IDR): A review of the literature. Journal of Informetrics,5(1), 14–26. https://doi.org/10.1016/j.joi.2010.06.004 Watson, J. C. (2022). Epistemic neighbors: Trespassing and the range of expert authority. Synthese,200, 408. https://doi.org/10.1007/s11229-022-03709-8 Wertheim, M. (1995). The John templeton foundation model courses in science and religion. Journal of Science and Religion,30(3), 491–500. https://doi.org/10.1111/j.1467-9744.1995.tb00087.x Woolley, M., Bowie, R. A., Hulbert, S., Thomas, C., Riordan, J. P., & Revell, L. (2022). Science and RE teachers’ perspectives on the purpose of RE on the secondary school curriculum in England. The Curriculum Journal, 34(3), 487-504. https://doi.org/10.1002/curj.191 Woolley, M., Bowie, R. A., Hulbert, S., Thomas, C., Riordan, J. P., & Revell, L. (2023) Teachers’ perspectives on the relationship between secondary school departments of science and religious education: Independence or mutual enrichment? The Curriculum Journal, In press. https://doi.org/10.1002/curj.233 Austin, J. (1962). How to Do Things with Words: The William James Lectures delivered at Harvard University in 1955. The Clarendon Press. Lakoff, G. & Johnson, M. (1980). Metaphors We Live By. University of Chicago press. Astley, J. (2005). The science and religion interface within young people’s attitudes and beliefs. In L. J. Francis, M. Robbins, & J. Astley (Eds.), Religion, education and adolescence (pp. 39-54). University of Wales Press. Bunkers, S. (2001). An Invitation to the Unfamiliar: Engaging the Religion-Science Interface Nursing Science Quarterly, 14(1), 24-28 10.1177/08943180122108184 Brickhouse, N. W., Dagher, Z. R., Letts, W. J., & Shipman, H. L. (2000). Diversity of students’ views about evidence, theory, and the interface between science and religion in an astronomy course. Journal of Research in Science Teaching, 37(4), 340-362. https://doi.org/10.1002/(SICI)1098-2736(200004)37:43.0.CO;2-D O’Brien, T. L., & Noy, S. (2015). Traditional Modern and Post-Secular Perspectives on Science and Religion in the United States. American Sociological Review, 80(1), 92-115. 10.1177/0003122414558919 Hand, M. (2008). What should we teach as controversial? A defence of the epistemic criterion. Educational Theory, 58(2) 213-228 10.1111/j.1741-5446.2008.00285.x Bickmore, B., Thompson, K., Gandy, D & Tomlin, T., (2009). Commentary: On Teaching the Nature of Science and the Science- Religion Interface. Journal of Geoscience Education, 57(3),168-177. |
---|