An overview of the full conference schedule is available here:
Friday June 26 |
All sessions will take place in McKenna Hall. Room assignments will be posted as soon as they are available.
To view an abstract for a presentation, please click on the title.
Friday June 26th
9:00 - 10:30 |
Concurrent Sessions |
Session 2.1.1 (Auditorium)
Symposium: Scientific Theory Construction Processes in Experts, in Maxwell, and in Education
Participants:
• John Clement, "Use of Imagistic Simulation in Scientific Thought Experiments Generated by Expert Subjects"
• Lynn Stephens, "Spontaneous and Planned Thought Experiments During Whole Class Discussions: Use of Teacher and Student-Generated TEs in High School Science"
• Ryan Tweney, "Harnessing Intuition: How Maxwell's Mathematics Empowered Faraday's Field Theory"
Session 2.1.2 (Rooms 100-104)
• Larry Bencze, Towards Communitarian Science Education: Epistemological & Ethical Arguments
• Peter Davson-Galle, Against Compulsory Science Education in Schools (manuscript)
• Damjan Kobal, The Teacher’s Authority and Responsibility – A Historical Perspective on Recent Pseudo-scientific Metrics in Education
Session 2.1.3 (Rooms 210-214)
• Augustin Aduriz-Bravo and Leonardo Gonzalez Galli, Teaching Darwin’s Ideas as Epitomes of Abductive Reasoning
• Abhijeet Bardapurkar, Causal Structure of the Student’s Explanatory Narrative of Evolutionary Change: Towards the problematic of understanding Darwin’s theory of natural selection
Session 2.1.4 (Room 202)
Graduate Student Session
• Kyriaki Vogiatzi, Teaching about blood circulation in the human body with art-informed activities
• Andreas Henke, Teaching Methods and the Nature of Science
10:30 - 11:00 |
Mid-Morning Break |
11:00 - 12:30 |
Concurrent Sessions |
Session 2.2.1 (Auditorium)
• Michael Clough, Humanizing Science to Improve Post-Secondary Science Education
• Jerrid Kruse, et al., Investigating the Impact of Historical Short Stories on College Biology Majors’ Nature of Science Conceptions
• Michael Clough, et al., Instructor and Student Response to the Use of Historical Short Stories in an Introductory Post-Secondary Astronomy Course
• Jerrid Kruse, et al., Student and instructor reactions to the use of historical short stories in a post-secondary introductory biology course
Session 2.2.2 (Room 202)
• Thomas Uzhuvath, Building Scientific Research Capability and Science Literacy for All: Dilemmas of a Developing Society
• Diego Alamino Ortega, An overview about physics teachers preparation in Cuba
Session 2.2.3 (Rooms 100-104)
• Katerina Malamitsa, et al., Teaching Science to Primary School Students, Focused on Critical Thinking Skills Development, Using Case Studies from History of Science
• Aikaterini Rizaki, et al., The implementation and the assessment in the classroom of a proposal for teaching the concept of energy to 6th grade primary school students
• Suvi Tala, The Enculturation to Technoscience: Analysis of Novices’ and Experts’ Views of Modelling and Learning Modelling Practices in Nanophysics (slides)
Session 2.2.4 (Rooms 210-214)
• Allison Antink and Daniel Meyer, Scientists' perceptions of the relevance of their research in pre-college classrooms
• Jose Chamizo, Are chemists naïve about philosophy of science?
• Fatih Mercan, Scientific Knowledge as Theoretical Models: Exploring Epistemological Beliefs of Physics Graduate Students and Faculty
Session 2.2.5 (Rooms 112-114)
• Mansoor Niaz, et al., Leon Cooper’s Perspective on Teaching Science: An Interview Study
• Hayo Siemsen and Karl Hayo Siemsen, Genetic Epistemology in Finnish Science Education
| 12:30 - 2:00 | Lunch | |
12:30 - 2:00 |
Graduate Student Luncheon |
2:00 - 3:30 |
Concurrent Sessions |
Session 2.3.1 (Rooms 100-104)
• Joanne Nazir, Analysing the Values Portrayed in School Science Curricula
• Mats Lindahl, Of pigs and men – understanding students’ values regarding the use of GM-pigs as organ donors
• Mohammad Siddique, Values Promoted Through Secondary Science Education in Bangladesh
Session 2.3.2 (Rooms 210-214)
• Kostas Kampourakis, What is adaptation and what to teach about it?
• Lisa Martin-Hansen and Ron Good, Erasmus Darwin: Overlooked in his Ideas Regarding Evolution? (manuscript)
Session 2.3.3 (Rooms 112-114)
• Paris Papadopoulos and Fanny Seroglou, Developing Comparative Presentations and Analysis Frameworks for the Interpretation of Data Coming from Scientific Literacy Activities Applied in the Classroom
• Robert Nola, Science, methodology and education
Session 2.3.4 (Room 202)
• Jun-Young Oh, et al., A suggestion of a Lakatosian heuristic teaching sequence model in science education
• Michel Belanger, History of Science and the Benefits of having Multiple Explications
3:30 - 4:00 |
Mid-Afternoon Break |
4:00 - 6:00 |
Concurrent Sessions |
Session 2.4.1 (Auditorium)
Symposium: Rethinking Historical Experiments: A Case for Didactic Analysis
Participants:
• Don Metz, "Lessons from Ohm: Rethinking our Teaching for Understanding Current Electricity"
• Peter Heering, "Between Beauty and Boredom: Using the Oil Drop Experiment in Teaching University Students"
• Stephen Klassen, "The Photoelectric Effect: Rehabilitating the Story for the Physics Classroom"
• Mansoor Niaz, et al., "Reconstruction of the History of the Photoelectric Effect and Its Implications for General Physics Textbooks"
Session 2.4.2 (Rooms 100-104)
• Fanny Seroglou, Science and Culture in Education: A Teacher Training Course
• Xenia Arapaki and Dimitris Koliopoulos, Popularization and teaching of the relation between visual arts and natural sciences: historical, philosophical and didactical dimensions of the problem
• Zoe Tsarsiotou, et al., A Film about Global Warming for Teacher Training in Scientific Literacy
Session 2.4.3 (Rooms 210-214)
• Elizabeth Cavicchi, Unsettlement brings about development in the classroom: Critical explorations with historical observations of light
• Nahum Kipnis, Errors in Science and their Treatment in Science Education
• Deni Stincer Gomez, The Role of Emotions and Motivational Beliefs in the Argumentative Discourse of Social Science. The Importance of Developing this Ability in Science Education
Session 2.4.4 (Rooms 112-114)
• Kevin DeBerg, Joseph Priestley across three discipline areas: A case study in Epistemology (power point)
• Ben Almassi, ‘Revolution in Science’ – Pedagogical and epistemological lessons of Eddington’s eclipse expedition
• Ricardo Lopes Coelho, On the Web of the Law of Inertia
6:00 - 8:00 |
Dinner |
8:00 - 10:00 |
Galileo Meets Kepler: Motion on Earth and in the Heavens by Art Stinner & Company. For more details, click here. Location: Auditorium |
