Conference Keynote Speakers

Dr. Fouad Abd-El Khalick

Curriculum & Instruction,
University of Illinois at Urbana–Champaign, USA

Dr. Abd-El Khalick’s research focuses on the teaching and learning about nature of science (NOS) in grades K-12, and in preservice and inservice science teacher education settings. There are several aspects to this research, including characterizing learners' views of NOS, developing and assessing the effectiveness of instructional approaches targeting learners' NOS views, using history and philosophy of science to promote learners' understandings of NOS, and investigating factors that facilitate or impede the translation of science teachers' NOS views into instructional practice. Currently, he is investigating the developmental appropriateness of NOS understandings that current national reform efforts in science education deem central to developing informed views of NOS. He is also researching the interaction between students' global epistemologies and worldviews, and their learning about more specific aspects of NOS.

Dr. Barbara Crawford

Department of Education, Cornell University, USA

The ultimate goal of Dr. Crawford`s research is to facilitate the majority of students in science classrooms in developing images of science consistent with current practice, and in understanding what science is, what science is not, and the relevancy of science to society. In order to accomplish this goal, she has focused on researching teachers' knowledge and beliefs of scientific inquiry and the nature of science. Crawford believes that one of the most important issues in science education reform is how to move teachers towards an inquiry orientation. An assumption of her work is that teachers cannot change their current practice of teaching science as a rhetoric of facts to teaching science as inquiry, without having a deep understanding of the nature of scientific inquiry. Another assumption is that teachers need to hold beliefs that teaching science as inquiry is as important as teaching the subject matter of science (for example, the facts and principles of earth and space science, biology, physics, and chemistry). Dr. Crawford`s research examines viable ways to support prospective and practicing teachers' in developing knowledge of scientific inquiry and beliefs that teaching about scientific inquiry is important. An extension of this research connects with the teaching of evolution in public school classrooms. The context for professional development is situating teachers in authentic settings. Authentic settings include both scientific research settings and alternative experiences using learning technologies.

Dr. Reinders Duit

Institute for Science Education, Kiel, Germany

Reinders Duit is Professor of Physics Education and a member of the Physics Education Group at the Institute for Science Education (IPN) at the University of Kiel, Germany. He earned his Ph.D. in 1972 investigating long-term changes of students' knowledge structures in the domain of heat phenomena. His main research interest has been difficulties in learning basic science concepts and incorporating constructivist ideas into mainstream secondary school classrooms. His research includes studies on students' learning processes in the domains of electricity, energy, entropy, heat, and, more recently, non-linear dynamics (i.e. chaotic systems, fractals and self-organizing systems).

Dr. Larry Yore

Department of Curriculum and Instruction,
University of Victoria, Canada

Dr. Yore’s recent research focuses on the role of language uses in science and science education and how language arts affect science inquiry. He has published numerous journal articles and edited special issues related to applications of language arts in science education. He believes that writing is an essential part of doing science, language, especially written language, is a cognitive tool for learning science, and scientific language instruction plays a significant role to enhance science literacy for all. Dr. Yore utilizes cognitive science and constructivist perspectives in his work on science teaching and learning, the interactive-constructive model of discourse, and reading and writing in science. Through focused verbal interactions, explicit science reading instruction, and writing-to-learn activities, students will obtain science literacy and enrich science understanding. Currently, he co-directs the Pacific Crystal Center for Science and Technology Literacy in Western Canada that includes several projects related to language uses in science education.

Dr. Benny Yung

Division of Science, Mathematics and Computing,
The University of Hong Kong

Dr. Yung’s research Interests are in teacher belief and thinking about teaching and learning, pedagogical content knowledge and classroom teaching, teacher professional development especially uses of video for this purpose, students' alternative conceptions in science and the relevant teaching strategies, science classroom discourse and student learning of science, comparative studies in science education and school-based assessment (teacher and student perspective).

Latest news

7 Dec 2009

An amended version of the ISEC 2009 Proceedings CD can now be downloaded.

30 Nov 2009

Keynote slides can now be downloaded.

24 Nov 2009

Photos of the Conference events and proceedings are now online!

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