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. ISSN 0036-6811.

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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.

Item Type: Article
Subjects: L Education > L Education (General)
Divisions: Faculty of Education
Depositing User: Mehdi Nassaji
Date Deposited: 13 Mar 2018 17:06
Last Modified: 14 Mar 2018 13:29
URI: https://create.canterbury.ac.uk/id/eprint/17070

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Last edited: 29/06/2016 12:23:00