Description

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.

Epistemic Insight

More from this issue

Teaching science in an English-medium school where your students have a different mother tongue brings various issues to light. Our ultimate goal...

Jan 2017
Journal Article

In the context of what are often highly compartmentalised curriculum requirements, this article considers the cyclical nature of the acquisition...

Jan 2017
Journal Article

Science competitions have continuing relevance for schools. The aim of the German youth science fair Jugend forscht is to encourage scientific...

Jan 2017
Journal Article