Professor Berry Billingsley


NameProfessor Berry Billingsley
Job titleProfessor in Science Education

Research outputs

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. https://doi.org/10.1002/curj.83

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).

Primary school students’ perspectives on questions that bridge science and religion: findings from a survey study in England

Billingsley, B., Abedin, M. and Nassaji, M. 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

Perceptions of the relationships between science and religion held by upper-secondary school students in Church of England schools

Billingsley, B. and Nassaji, M. 2019. Perceptions of the relationships between science and religion held by upper-secondary school students in Church of England schools. International Journal of Christianity & Education. https://doi.org/10.1177/2056997119895542

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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