Professor Berry Billingsley


NameProfessor Berry Billingsley
Job titleProfessor in Science Education
ORCIDhttps://orcid.org/0000-0002-7974-4904

Research outputs

Research co-creation and the development of epistemically insightful curricula

Lawson, F. I, Dhaliwal, M., Lawson, M. and Coates, H. 2024. Research co-creation and the development of epistemically insightful curricula. in: Billingsley, B., Chappell, K. and Simpson, S. (ed.) The Future of Knowledge: The Role of Epistemic Insight in Interdisciplinary Learning England Bloomsbury Academic.

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.

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

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

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

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

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

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.

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.

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.

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.

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

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

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

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

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).

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

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

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

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.

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

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.

Teaching and learning about epistemic insight

Billingsley, B. 2017. Teaching and learning about epistemic insight. School Science Review.
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