Liam Guilfoyle
Biographic Data
| ID | 6509012 |
|---|---|
| NAME | Liam Guilfoyle |
| GIVEN NAMES | Liam |
| FAMILY NAME | Guilfoyle |
| SIGNATURE | GUILFOYLE L |
| AFFILIATIONS | University of Oxford |
| ORCID | 0000-0002-3736-0339 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 8 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
The role of research experiences in developing pre-service teachers’ epistemic beliefs
Persistent concerns about the theory-practice gap and desires for an ‘evidence-informed’ teaching profession have prompted research into how teachers' epistemic beliefs influence their acceptance or rejection of educational research. This study analyses longitudinal interview data from six pre-service teachers (PSTs) to explore how experiences of conducting research (in the domains of science or education) during initial teacher education (ITE) c…
Secondary teachers’ instructional practices on argumentation in the context of science and religious education
Argumentation is widely recognised as a core practice of science, but the relation between argumentation in the teaching of science in contrast to the teaching of other school subjects has not been sufficiently addressed. In this study, we investigate science and religious education (RE) teachers’ instructional practices related to argumentation in lower secondary lessons in England. Through qualitative analysis of a pair of science and RE teache…
Transforming a doctoral summer school to an online experience
For the last 28 years, one of the leading international science education organisations has regularly provided a week‐long summer school experience for doctoral students. In summer 2020, the COVID‐19 pandemic prevented international travel and close‐contact interactions between scholars. This required the transformation and relocation of learning interactions between mentors and doctoral students online through a virtual week‐long summer school. …
Recalibrating the evolution versus creationism debate for student learning
There is substantial body of literature in science education focusing on students’ understanding of the theory of evolution by natural selection. However, despite decades of research on the evolution versus creationism debate there is still widespread concern that particular misconceptions about evolution persist. The study aimed to recalibrate the evolution versus creationism debate by engaging students in an argumentation task where students ca…
Argumentation in religious education in England
The importance of developing students’ ability to argue effectively is generally recognised across the curriculum, however what this means within religious education has not been thoroughly investigated. We explore this issue first through an initial review of both wider philosophical and curriculum literature on argumentation, notably Toulmin’s work, and then a review of relevant research within religious education. We then describe our curricul…
An investigation into secondary teachers’ views of argumentation in science and religious education
Citizens often face dilemmas where they need to make decisions that impact our lives and are related to science and religion. For example, genetic cloning, nuclear energy and climate change can potentially appeal to moral and religious values as well as scientific knowledge. The ability to coordinate knowledge and values in reaching justified conclusions has thus become increasingly important in contemporary democratic societies. The process of j…
The "tipping point" for educational research
The "tipping point" for educational research
Recalibrating the evolution versus creationism debate for student learning
There is substantial body of literature in science education focusing on students’ understanding of the theory of evolution by natural selection. However, despite decades of research on the evolution versus creationism debate there is still widespread concern that particular misconceptions about evolution persist. The study aimed to recalibrate the evolution versus creationism debate by engaging students in an argumentation task where students ca…
Argumentation in religious education in England
The importance of developing students’ ability to argue effectively is generally recognised across the curriculum, however what this means within religious education has not been thoroughly investigated. We explore this issue first through an initial review of both wider philosophical and curriculum literature on argumentation, notably Toulmin’s work, and then a review of relevant research within religious education. We then describe our curricul…
An investigation into secondary teachers’ views of argumentation in science and religious education
Citizens often face dilemmas where they need to make decisions that impact our lives and are related to science and religion. For example, genetic cloning, nuclear energy and climate change can potentially appeal to moral and religious values as well as scientific knowledge. The ability to coordinate knowledge and values in reaching justified conclusions has thus become increasingly important in contemporary democratic societies. The process of j…
Secondary teachers’ instructional practices on argumentation in the context of science and religious education
Argumentation is widely recognised as a core practice of science, but the relation between argumentation in the teaching of science in contrast to the teaching of other school subjects has not been sufficiently addressed. In this study, we investigate science and religious education (RE) teachers’ instructional practices related to argumentation in lower secondary lessons in England. Through qualitative analysis of a pair of science and RE teache…
Transforming a doctoral summer school to an online experience
For the last 28 years, one of the leading international science education organisations has regularly provided a week‐long summer school experience for doctoral students. In summer 2020, the COVID‐19 pandemic prevented international travel and close‐contact interactions between scholars. This required the transformation and relocation of learning interactions between mentors and doctoral students online through a virtual week‐long summer school. …
The role of research experiences in developing pre-service teachers’ epistemic beliefs
Persistent concerns about the theory-practice gap and desires for an ‘evidence-informed’ teaching profession have prompted research into how teachers' epistemic beliefs influence their acceptance or rejection of educational research. This study analyses longitudinal interview data from six pre-service teachers (PSTs) to explore how experiences of conducting research (in the domains of science or education) during initial teacher education (ITE) c…
Pedagogy (7 works) · Educational Strategies and Epistemologies (6 works) · Epistemology (6 works) · Psychology (6 works) · Sociology (6 works) · Education and Critical Thinking Development (5 works) · Argumentation theory (4 works) · Science education (4 works) · Mathematics education (3 works) · Curriculum (2 works)