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ERIC Number: EJ1165655
Record Type: Journal
Publication Date: 2017-Dec
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0036-6811
EISSN: N/A
Epistemic Insight and Classrooms with Permeable Walls
Billingsley, Berry; Arias, Andrea Ramos
School Science Review, v99 n367 p44-53 Dec 2017
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.
Association for Science Education. College Lane Hatfield, Herts, AL10 9AA, UK. Tel: +44-1-707-283000; Fax: +44-1-707-266532; e-mail: info@ase.org.uk; Web site: http://www.ase.org.uk
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A