THE EPISTEMIC INSIGHT INITIATIVE DR BERRY BILLINGSLEY Professor - - PowerPoint PPT Presentation
THE EPISTEMIC INSIGHT INITIATIVE DR BERRY BILLINGSLEY Professor of Science Education www.epistemicinsight.com LASAR@canterbury.ac.uk This impossible triangle reminds me of a secondary school subject it creates a contrived view
DR BERRY BILLINGSLEY Professor of Science Education
www.epistemicinsight.com LASAR@canterbury.ac.uk
www.epistemicinsight.com LASAR@canterbury.ac.uk
This ‘impossible triangle’ reminds me of a secondary school subject – it creates a contrived view of reality.
www.epistemicinsight.com LASAR@canterbury.ac.uk
The view of reality in each lesson seemed to stand alone. You didn’t need any other discipline to help you to ask questions, test claims and establish knowledge.
www.epistemicinsight.com LASAR@canterbury.ac.uk
Knowledge about knowledge – particularly knowledge about disciplines and how they interact. ‘It’s not just cross- curricular’ – it means going beyond topic work to recognise the distinctive questions, methods and norms of thought of different disciplines.
www.epistemicinsight.com LASAR@canterbury.ac.uk
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Thursday 16 May 2019 | 9.45am - 4pm Canterbury Christ Church University
www.epistemicinsight.com LASAR@canterbury.ac.uk
www.epistemicinsight.com LASAR@canterbury.ac.uk
www.epistemicinsight.com LASAR@canterbury.ac.uk
Compare the insights that science brings with the insights your own subjective experience brings – and notice that you get a richer picture if you add these perspectives together? What’s the difference between being alive and appearing to be alive? What does science say are the criteria for ‘being alive’?
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www.epistemicinsight.com LASAR@canterbury.ac.uk
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...activity in regions of the brain associated with reward, motivation, emotion, and social functioning are highest when we are in love. According to a recent study published in the journal Frontiers in Human Neuroscience...
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www.epistemicinsight.com LASAR@canterbury.ac.uk
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What makes a question a science question … well it says it’s science in the timetable, it says science on the front of the book – and in secondary – it’s the name
title of the teacher!
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SCIENCE HISTORY KS1 20 KS2 31 KS3 7 KS4 7
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There are likely to be useful smaller scientific questions we can explore Partly amenable to science Very amenable to science
book ever written?
London spread so quickly?
ground when you let them go?
given the status of an electronic person?
to Britain?
back dinosaurs?
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YEAR 5-6 Some methods are more scientific than others. YEAR 7-9 Some questions are more amenable to science than others. YEAR 10-11 (existing objective) Students should appreciate “the power and limitations of science”.
www.epistemicinsight.com LASAR@canterbury.ac.uk
www.epistemicinsight.com LASAR@canterbury.ac.uk
Mr A (science): “we’ve had no cross- curricular sessions here since I’ve been here – which is (pause) 19 years. [laughs] I think they may be useful, so that at least we know what [the] teacher there is teaching.” Mr B (science): “There is no relationship between Religious Studies and science ... it is very hard for pupils to actually see where those two can work together.” Mr D (RE): “I’m not terribly familiar with the science curriculum; I don’t think they’re terribly familiar with mine.”
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“We’ve never done like science in religion ... we don’t do science and religion, we don’t bond them together, we have two different lessons.”
(Chas, age 14)
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“We don’t ask science teachers questions any more at the moment, because we don’t think that they’d answer
thought (pause) – oh they won’t answer that because it’s not on their topic.”
(Chas, age 14)
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“They’ve never put religion and science together” and that “I think like the science teachers... do try and like avoid them [questions].”
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10 20 30 40 50
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