Michael J. Reiss is Professor of Science Education at UCL’s Faculty of Education and Society, Visiting Professor at the Royal Veterinary College, Honorary Fellow of the British Science Association and of the College of Teachers, Docent at the University of Helsinki, a Fellow of the Academy of Social Sciences and a Priest in the Church of England. His research and consultancy interests are in science education, bioethics and sex education. He is President of the International Society for Science & Religion and of the International Association for Science and Religion in Schools, a member of the Nuffield Council on Bioethics and writes on the interface of science education and theology.

Recent selected publications

Reiss, M. J. & Ruse, M. (in press) The New Biology: A Battle between Mechanism and Organicism, Harvard University Press, Cambridge.

Garrecht, C., Czinczel, B., Kretschmann, M. & Reiss, M. J. (in press) ‘Should we be doing it, should we not be doing it, who could be harmed?’ – Addressing ethical issues in science education. Science & Education. https://doi.org/10.1007/s11191-022-00342-2.

Reiss, M. J. (2023) Worldviews – a threat to Religious Education but ignored in science education? In: Religion and Worldviews: The Triumph of the Secular in Religious Education, Barnes, L. P. (Ed.), Routledge, Abingdon, pp. 152-168.

Reiss, M. J. (2022) Trust, science education and vaccines. Science & Education, 31(5), 1263–1280. https://doi.org/10.1007/s11191-022-00339-x.

Reiss, M. J. (2022) Learning to teach controversial topics. In: Handbook of Research on Science Teacher Education, Luft, J. A. & Jones, M. G. (Eds), Routledge, New York, pp. 403-413. https://doi.org/10.4324/9781003098478-36.

Sell, J. & Reiss, M. J. (2022) Faith-sensitive RSE in areas of low religious observance: Really? Sex Education, 22(1), 52-67. https://doi.org/10.1080/14681811.2020.1835634.

Gunton, R., M., Stafleu, M. D. & Reiss, M. J. (2022) A general theory of objectivity: Contributions from the Reformational philosophy tradition, 27, 941-955. Foundations of Science. https://doi.org/10.1007/s10699-021-09809-x.

Sheldrake R., Mujtaba, T. & Reiss, M. J. (2022) Implications of under-confidence and over-confidence in mathematics at secondary school. International Journal of Educational Research, 116, 102085. https://doi.org/10.1016/j.ijer.2022.102085.

Reiss, M. J. (2021) How can we teach genetics for social justice? In: Genetics Education: Current Challenges and Possible Solutions, Haskel-Ittah, M. & Yarden, A. (Eds), Springer, Cham, pp. 35-52. https://doi.org/10.1007/978-3-030-86051-6_3.

Reiss, M. J. (2021) The use of AI in education: Practicalities and ethical considerations. London Review of Education, 19(1), 5, 1-14. https://doi.org/10.14324/LRE.19.1.05.

Reiss, M. J. (2021) Robots as persons? Implications for moral education. Journal of Moral Education, 50(1), 68-76. https://doi.org/10.1080/03057240.2020.1763933.

Reiss, M. J. & Winterbottom, M. (Eds) (2021) Teaching Secondary Biology, 3rd edn, Hodder Education, London.

Barmania, S. & Reiss, M. J. (2021) Health promotion perspectives on the COVID-19 pandemic: The importance of religion. Global Health Promotion, 28(1), 15-22. https://doi.org/10.1177/1757975920972992.

Berglund, F. & Reiss, M. J. (2021) Biology. In: What Should Schools Teach? Disciplines, subjects and the pursuit of truth, 2nd edn, Sehgal Cuthbert, A. & Standish, A. (Eds) UCL Press, London, pp. 189-201.

Briggs, A. & Reiss, M. J. (2021) Human Flourishing: Scientific Insight and Spiritual Wisdom in Uncertain Times, Oxford University Press, Oxford. https://doi.org/10.1093/oso/9780198850267.001.0001.

Lodge, W. & Reiss, M. J. (2021) Visual representations of women in a Jamaican school science textbook: Perpetuating an outdated, sexist ideology. International Journal of Science Education, 43(13), 2169-2184. https://doi.org/10.1080/09500693.2021.1957514.

Norman, Z. & Reiss, M. J. (2021) The emergence of an environmental ethos on Luna. In: The Human Factor in the Settlement of the Moon: An Interdisciplinary Approach, Rappaport, M. B. & Szocik K. (Eds), Springer Nature, Cham, pp. 221-232. https://doi.org/10.1007/978-3-030-81388-8_14.

Rushton, E. A. C. & Reiss, M. J. (2021) Middle and high school science teacher identity considered through the lens of the social identity approach: a systematic review of the literature. Studies in Science Education, 57(2), 141-203. https://doi.org/10.1080/03057267.2020.1799621. https://doi.org/10.1080/09500693.2021.1950944.

Rushton, E. A. C., Charters, L. & Reiss, M. J. (2021) The experiences of active participation in academic conferences for high school science students. Research in Science & Technological Education, 39(1), 90-108. https://doi.org/10.1080/02635143.2019.1657395.

Sedawi, W., Ben Zvi Assaraf, O. & Reiss, M. J. (2021) Regenerating our place: Fostering a sense of place through rehabilitation and place-based education. Research in Science Education, 51 (Suppl 1), S461–S498. https://doi.org/10.1007/s11165-019-09903-y.

Sedawi, W., Ben Zvi Assaraf, O. & Reiss, M. J. (2021) Challenges in measuring ‘connectedness to nature’ among indigenous children: Lessons from the Negev Bedouin. Cultural Studies in Science Education, 16(1), 193-229. https://doi.org/10.1007/s11422-020-09995-3.

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