Michael J. Reiss is Professor of Science Education at the UCL Institute of Education, University College London, Honorary Fellow of the British Science Association, Visiting Professor at the Universities of York and the Royal Veterinary College, Honorary Fellow of the College of Teachers, Docent at the University of Helsinki, a member of the Nuffield Council on Bioethics and a Fellow of the Academy of Social Sciences. Books of his include: Mazorodze, R. & Reiss, M. J. (2019) Cognitive and Metacognitive Problem-Solving Strategies in Post-16 Physics, Springer; Barmania, S. & Reiss, M. J. (2018) Islam and Health Policies Related to HIV Prevention in Malaysia, Springer; Abrahams, I. & Reiss, M. J. (Eds) (2017) Enhancing Learning with Effective Practical Science 11-16, Bloomsbury; Reiss, M. J. & White, J. (2013) An Aims-based Curriculum, IOE Press; Jones, A., McKim, A. & Reiss, M. (Eds) (2010) Ethics in the Science and Technology Classroom: A New Approach to Teaching and Learning, Sense; Jones, L. & Reiss, M. J. (Eds) (2007). Teaching about Scientific Origins: Taking Account of Creationism, Peter Lang; Braund, M. & Reiss, M. J. (Eds) (2004) Learning Science Outside the Classroom, RoutledgeFalmer; Levinson, R. & Reiss, M. J. (Eds) (2003) Key Issues in Bioethics: A Guide for Teachers, RoutledgeFalmer; and Reiss, M. J. (2000) Understanding Science Lessons: Five Years of Science Teaching, Open University Press.
Areas of Research / Professional Expertise
Science education, Sex education, Bioethics
Visual arts, reading widely.