The following speakers are currently scheduled to present at the 2009 IHPST conference. To read an abstract, please click on the title of the presentation. Abstracts are sorted by the author's name.

A - B l C - F l G - L l M - P l Q - S l T - Z

Mustafa Cakir. Inquiry Experiences: A Dialogic Approach to Teaching Nature of Science

Gultekin Cakmakci, Ozge Tosun, Sebnem Turgut, Sefika Orenler, Kubra Sengul and Gokce Top. Facilitating an Inclusive Image of Scientists among Students: Towards Research Evidence-Based Practice

Robert Carson and Stuart Rowlands. On Abstraction, Formalism, and Proof – What can eleven year olds understand?

Elizabeth Cavicchi. Unsettlement brings about development in the classroom: Critical explorations with historical observations of light

Jose Chamizo. Heuristic Diagrams as a Tool to Teach History of Chemistry

Jose Chamizo. Are chemists naïve about philosophy of science?

Hsiao-Yu Chen and Sufen Chen. Poster: Is Tacit Knowing an Uncertainty or an Answer to Science Education? – Michael Polanyi Revisited

Sufen Chen. Hypothetico-deductive reasoning in virtual laboratories

Boris Chendov. On the interrelation between philosophy of science and history of science

John Clement, Lynn Stephens and Ryan Tweney. Symposium: Scientific Theory Construction Processes in Experts, in Maxwell, and in Education

Michael Clough. Humanizing Science to Improve Post-Secondary Science Education

Michael Clough, Ben Herman, Jerrid Kruse and Charles Kerton. Instructor and Student Response to the Use of Historical Short Stories in an Introductory Post-Secondary Astronomy Course

Ricardo Lopes Coelho. On the Web of the Law of Inertia

Ana Coulo, Patricia Iglesia, Andrea Revel Chion and Augustin Aduriz-Bravo. Teaching the Nature of Science in Upper Secondary Education: Implementation of A Research-Based Textbook Chapter

Peter Davson-Galle. Against Compulsory Science Education in Schools

Kevin DeBerg. Joseph Priestley (1733-1804): A Case Study in Epistemology

Glenn Dolphin. A preliminary look at the efficacy of a new instructional model for conceptual change

Cathy Ezrailson. Explicitly Evolutionary: Blogging in the Classroom with Darwin and Wallace

Ami Friedman. But What Does It Look Like? Exploring the Use of the History of Science in One High School’s Biology Classrooms