Professor Michael Reiss

    • MA, PhD, PGCE, MBA, FSB, FRSA, AcSS
    • Pro-Director: Research and Development
    • Professor of Science Education
  • Department:
  • Summary:
    • My research, teaching and consultancy are in science education, bioethics and sex education. After a PhD and post-doctoral work in animal behaviour and evolutionary biology at the University of Cambridge, I trained to be a teacher and taught in schools before starting an academic career in education.
  • Teaching:
    • I teach on the MA in Science Education and in the Doctoral School (EdD and PhD).
  • Research:
  • Postgraduate Research:
    • My main areas for doctoral supervision are science education, sex education and bioethics.

      My current doctoral students are:
      • David Mills (2014-present)
      • Jo Sell (2014-preent)
      • Denise Balmer (2014-present)
      • Dom Jackson-Cole (2014-present)
      • Simone Stephney-White (2013-present)
      • Dima Khazem (2013-present)
      • Richard Sheldrake (2013-present)
      • Joy Silverman (2012-present)
      • Jonny Scaramanga (2012-present)
      • Emma Newall (2011-present)
      • Tuba Gokpinar (2011-present)
      • Charlotte Thorley (2011-present)
      • Rebecca Torrance-Jenkins (2011-present)
      • Helen Darlington (2011-present)
      • Adrian Jackson (2011-present)
      • Ronald Mazorodze (2011-present)
      Steve McCulloch (2010-present)
      Grace Kimble (2010-present)
      • Dee Cavender (2009-present)
      • Perle Brewster (2006-present)
      • Ruth Amos (2006-present).
  • Professional Activities:
    • I am Vice President of the British Science Association, Honorary Visiting Professor at the Universities of Leeds, York and the Royal Veterinary College, Docent at the University of Helsinki and Director of the Salters-Nuffield Advanced Biology Project.
  • Conferences/presentations:
    • Research in didactics of biology (European Researchers in Didactics of Biology, 2014).

      Education for human flourishing as exemplified by teaching for climate change (International Conference on Critical Realism, 2014).

      The role of motivation, encouragement and physics education in secondary school students' physics aspirations (National Association for Research in Science Teaching, 2014).
  • Personal Country Knowledge:
    • • Egypt – Science education and environmental education
      • Iceland – Science education
      • Japan – Science education and sex education.
  • Languages Spoken:
    • • French (basic)
      • German (basic).
Professor Michael Reiss

Staff profile

Contact details

Publications

  • Mujtaba, T. & Reiss, M.J. (2013) 'What sort of girl wants to study physics after the age of 16? Findings from a large-scale UK survey', International Journal of Science Education 35, 2979-2998.
  • Abrahams, I. & Reiss, M.J. (2012) 'Practical work: its effectiveness in primary and secondary schools in England', Journal of Research in Science Teaching 49, 1035-1055.
    Further information
  • Amos, R. & Reiss, M.J. (2012) 'The benefits of residential fieldwork for school science: insights from a five-year initiative for inner-city students in the UK', International Journal of Science Education. 34, 485-511.
    Further information
  • Reiss, M.J. (2011) 'How should creationism and intelligent design be dealt with in the classroom?', Journal of Philosophy of Education 45, 399-415.
    Further information
  • Reiss, M., Hoyles, C., Mujtaba, T., Riazi-Farzad, B., Rodd, M., Simon, S. & Stylianidou, F. (2011) 'Understanding participation rates in post-16 mathematics and physics: conceptualising and operationalising the UPMAP Project', International Journal of Science and Mathematics Education 9, 273-302.
    Download
  • Collins, C., Reiss, M. and Stobart, G. (2010) 'What happens when high-stakes testing stops? Teachers' perceptions of the impact of compulsory national testing in science of 11 year olds in England and its abolition in Wales', Assessment in Education 17, 273-286.
    Further information
  • Reiss, M.J. (2010) 'Science and religion: implications for science educators', Cultural Studies in Science Education 5, 91-101.
    Further information
  • Jones, A., McKim, A. and Reiss, M. (eds) (2010) Ethics in the Science and Technology Classroom: A New Approach to Teaching and Learning. Rotterdam: Sense.
    Further information
  • Reiss, M.J. (2009) 'Imagining the world: the significance of religious worldviews for science education', Science and Education 18, 783-796.
    Further information
  • Reiss, M. (2009) Assessing Ethics in Secondary Science. London: Nuffield Foundation.
    Further information
  • Reiss, M.J. (2008) 'The use of ethical frameworks by students following a new science course for 16-18 year-olds', Science and Education 17, 889-902.
  • Reiss, M.J. (2008) 'Should science educators deal with the science/religion issue?', Studies in Science Education 44, 157-186.
    Further information
  • Caccavale, E. and Reiss, M. (2008) 'Miracles, monsters and disturbances' In Levinson, R., Nicholson, H. and Parry, S. (eds), Creative Encounters: New Conversations in Science, Education and the Arts. London: Wellcome Trust.
    Further information
  • Reiss, M.J. (2007) 'What should be the aim(s) of school science education?' In D. Corrigan, J. Dillon, and R. Gunstone (eds), The Re-emergence of Values in Science Education. Rotterdam: Sense, pp13-28.
  • Jones, L. and Reiss, M.J. (eds) (2007) Teaching about Scientific Origins: Taking Account of Creationism. New York: Peter Lang.
  • All publications