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Tradeshow
@ ISEC2006
(FREE ADMISSION!
All are welcome!)
Programme Details
(Correct as of 10 Nov 2006, PDF, 68KB)
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Keynote and Invited Speakers
Conference Keynote Speakers
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Jonathan Osborne holds the Chair of Science Education at the
Department for Educational and Professional Studies, King's College
London where he has been since 1985. Prior to that he taught physics
in high schools. He is currently the head of department and the
President of the US National Association for Research in Science
Teaching (NARST). He has conducted research in the area of primary
children’s understanding of science, attitudes to science,
informal learning, argumentation and teaching the nature of science.
He was a co-editor of the influential report Beyond 2000: Science
Education for the Future, winner of the NARST award for best
paper published in JRST in 2003 and 2004, and is a co-PI on the
National Science Foundation funded Centre for Informal Learning
and Schools. A particular agenda for his research is advancing
the case for teaching science for citizenship. To this end he has
conducted a significant body of work exploring the teaching of
ideas, evidence and argument in schools. |
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Wolff-Michael Roth is Lansdowne Professor of Applied Cognitive
Science at the University of Victoria, British Columbia, Canada.
For most of the 1980–1992 period, he taught science, mathematics,
and computer science at the middle and high school levels. From 1992
on, already working at the university, he taught science in British
Columbia elementary schools at the fourth- through seventh-grade
levels always associated with research on knowing and learning. More
recently, he has conducted several ethnographic studies of scientific
research, a variety of workplaces, and environmental activist movements.
His research focuses on various aspects of scientific and mathematical
cognition and communication from elementary school to professional
practice, including, among others, studies of scientists, technicians,
and environmentalists at their work sites. Although a trained statistician,
his research questions now are framed such that they exclusively
require forms of research practice that are classified as qualitative
or interpretive. Wolff-Michael Roth publishes widely and in different
disciplines, including linguistics, social studies of science, and
different subfields in education (curriculum, mathematics education,
science education). His recent books include Toward an Anthropology
of Science: Semiotic and Activity Theoretic Perspectives (2003),
Rethinking Scientific Literacy (2004, with A. C. Barton). Talking
Science: Language and Learning in Science Classrooms (2005), and
Participation, Learning, and Identity: Dialectical Perspectives (with
S. Hwang, Y. J. Lee, and M.I.M. Goulart, 2005). |
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David F Treagust is Professor of Science Education in the Science
and Mathematics Education Centre at Curtin University in Perth, Western
Australia. He holds graduate degrees in science education from the
Science Education Centre at the University of Iowa, and undergraduate
qualifications in psychology and mathematics from the University
of Western Australia, and in physics and chemistry teaching from
Worcester College, England. He moved to Curtin in 1980 after completing
a Post-doctoral Fellowship at Michigan State University. Prior to
working in universities in the USA and Australia, he taught secondary
school science for two years in England and eight years in Australia.
He is the author or co-author of over 200 refereed publications in
science education journals and books and has presented over 200 papers
at international, and at Australian national and state conferences.
His research interests are related to understanding students' ideas
about science concepts, and how these ideas contribute to conceptual
change and can be used to enhance the design of curricula and teachers' classroom
practice. The Science and Mathematics Education Centre at Curtin
offers postgraduate degrees and has a large international student
population, including students from developing and transitional societies,
who can study full-time or part-time at Curtin or part-time through
a combination of distance education and face-to-face classes. David
has frequently consulted on projects in developing countries and
has supervised many doctoral students from developing and transitional
societies in Asia and Africa. |
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Invited Speakers
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Prof. Chin-Chung Tsai holds a B.Sc. in physics from National
Taiwan Normal University. He received a Master of Education degree
from Harvard University and a Master of Science degree from Teachers
College, Columbia University. He completed his doctoral study also
at Teachers College, Columbia University, 1996. He is currently
a Professor at National Chiao Tung University, Taiwan. His research
interests deal largely with constructivism, epistemological beliefs
and Internet-based instruction. He is currently the Associate Editor
of International Journal of Science and Mathematics Education (published
by Springer). In recent five years, he has published more than
forty papers in English-based international journals. His research
work has been published in Science Education, Journal of Research
in Science Teaching, International Journal of Science Education,
Instructional Science, Computers and Education, British Journal
of Educational Technology, Journal of Computer Assisted Learning,
Innovations in Education and Teaching International, Computers
in Human Behavior, Journal of Curriculum Studies, Research in Science
and Technological Education, Journal of Science Education and Technology
and some other educational journals. |
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William McComas is a Professor at the College of Education
of the University of Arkansas where holds the Parks Family Professorship
in Science Education and is the founding director of the Program
to Advance Science Education. He was formally a professor at
the Rossier School of Education at the University of Southern California
(USC). He received his doctorate in science education from the
University of Iowa following work as a middle and secondary science
teacher in suburban Philadelphia. His research focuses on biology
education, informal science learning in museums and field settings,
the philosophy of science in science teaching and science education
issues for gifted and talented learners. His most recent book is The
Nature of Science in Science Education: Rationales and Strategies to
be followed by the forthcoming Investigating Evolutionary Biology
in the Laboratory. He has served on the Board of Directors
of the National Science Teachers Association and is currently a
fellow of the USC Center for Excellence in Teaching. He was named
the 2004 winner of the Associates Award for Excellence in Teaching,
the highest such honor from the University of Southern California.
McComas has traveled extensively to over seventy countries. His
professional interest in photography has resulted in development
of instructional units and a major exhibition, "The Galápagos
Islands: Evolution's Showcase," held at the Los Angeles
County Museum of Natural History. Over thirty of his photographs
have appeared on the covers of professional journals. For
the past decade he has developed and hosted tours to ecologically
significant areas including sites in Indonesia, Peru, Malaysia,
East Africa, the Galápagos Islands and Iceland and Greenland.
Bill is married to Kim Krusen McComas, a mathematics educator and
has a son, Will and daughter Emily who are developing keen interests
in science, math and travel. |
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