All sessions will take place in McKenna Hall. Room assignments will be posted as soon as they are available.

Thursday June 25th

9:00 - 10:30 Concurrent Sessions

Session 1.1.1 (Auditorium)
Symposium: The Search for a Philosophy of Science Education: Issues and Possibilities
Panelists: Roland Schulz, Michael Matthews, Robert Carson, Mansoor Niaz, Peter Davson-Galle (Davson-Galle manuscript)

Session 1.1.2 (Rooms 100-104)
• Mehmet Tasar, History of Superconductivity and Possible Contributions to Teaching and Learning the Nature of Science
• Todd Timberlake, Exploring the Copernican Revolution through computer simulations

Session 1.1.3 (Rooms 210-214)
• Burcu Guney and Hayati Seker, The Use of History of Science as a Cultural Tool to Promote Students’ Empathy with the Culture of Science• Vivian Mozol, Can one improve a student’s value of pre-requisite knowledge by emphasing the historical role of pre-requisite knowledge in scientific discovery?
• Ami Friedman, But What Does It Look Like? Exploring the Use of the History of Science in One High School’s Biology Classrooms

Session 1.1.4 (Rooms 112-114)
• Zuraya Monroy-Nasr, et al., The Challenge of Teaching History of Psychology: a New Curriculum, a New Program and the Students' Previous Ideas (manuscript, slides)
• Jerrid Kruse, Teaching and Assessing Philosophical Issues of Technology in an 8th Grade Science Classroom
• Jose Chamizo, Heuristic Diagrams as a Tool to Teach History of Chemistry

10:30 - 11:00 Mid-Morning Break

11:00 - 12:30 Concurrent Sessions

Session 1.2.1 (Auditorium)
• Peter Heering, Developing and Evaluating Training Materials on Historical Experiments for Teaching Purposes
• Alvaro Garcia Martinez and Mercè Izquierdo Aymerich, Scientific instruments and experiments from the eighteen century used as tools in a training program of chemistry teachers in higher education
• Laura Welsh and Hayati Seker, Historical Ways of Doing Experiments for the Concept of Acceleration

Session 1.2.2 (Rooms 100-104)
• Andreas Quale, On the role of mathematics in physics: a constructivist epistemic perspective (manuscript)
• Sadhna Saxena, Constructivism and Science Education in the Indian Context

Session 1.2.3 (Rooms 210-214)
• Edvin Ostergaard, Darwin meets Wagner: the evolutionary idea and its expressions in biology and music
• Cathy Ezrailson, Explicitly Evolutionary: Blogging in the Classroom with Darwin and Wallace

Session 1.2.4 (Rooms 112-114)
• Calvin Kalman, Promoting Students’ Understanding of Science (slides)
• Ben Herman, Accurately Conveying to Secondary School Students Methodological Pluralism and the Importance of the Research Context

Session 1.2.5 (Room 202)
Graduate Student Session
• Anastasios Siatras, Science Education Curricula in the Context of Social Perspectives
• Glenn Dolphin, A preliminary look at the efficacy of a new instructional model for conceptual change
• Vassilis Koulountzos, Atlaswiki - An Educational Wiki for Teacher Training in Scientific Literacy

12:30 - 2:00 Lunch

12:30 - 2:00 IHPST Council Meeting

2:00 - 3:30 Springer Lecture:
Robert Pennock, "'Reason Enough for Scientific Researches': Darwin and the Scientific Virtues."
For more information, click here.
Location: Auditorium

3:30 - 4:00 Mid-Afternoon Break

4:00 - 5:00 Concurrent Sessions

Session 1.3.1 (Rooms 100-104)
• Ana Coulo, et al., Teaching the Nature of Science in Upper Secondary Education: Implementation of A Research-Based Textbook Chapter
• Gultekin Cakmakci, et al., Facilitating an Inclusive Image of Scientists among Students: Towards Research Evidence-Based Practice

Session 1.3.2 (Rooms 210-214)
• Mustafa Cakir, Inquiry Experiences: A Dialogic Approach to Teaching Nature of Science
• Hayati Seker, A Facilitator Approach for Science Teachers to Integrate the History of Science in Science Teaching

Session 1.3.3 (Rooms 112-114)
• Hugh Lacey, ‘Science and Democracy’: Its place in curricula for the formation of scientists? (manuscript)
• Kamal Mahendroo, Scientific Temper and Science Education: Exploring the Concept and Linkages in a Multicultural Context

Session 1.3.4 (Room 202)
• Brett Merritt, Mind the Gap: An Examination of Scientific Concepts in Forests and in Lecture Halls
• Steven Tuckey and Brett Merritt, It’s About Time: Notions of Time and Classroom Inquiry

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
• 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
• 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


 Saturday June 27th

9:00 - 10:30 Concurrent Sessions

Session 3.1.1 (Auditorium)
Symposium: Science, Worldviews and Education
Panelists: Michael Matthews, Robert Nola, Hugh Lacey, Peter Slezak

Session 3.1.2 (Rooms 100-104)
• Fouad Abd-El-Khalick, A Longitudinal Study of the Representation of Nature of Science in High School Biology and Physics Textbooks
• Serhat Irez, Nature of Science in Turkish Biology Textbooks

Session 3.1.3 (Rooms 210-214)
• Christopher Phillips, The New Math and the Cultivation of the American Mind
• Robert Carson and Stuart Rowlands, On Abstraction, Formalism, and Proof – What can eleven year olds understand?
• Stuart Rowlands, Some Reflections on the Philosophy of Mathematics Education

Session 3.1.4 (Rooms 202)
Graduate Student Poster Session

10:30 - 11:00 Mid-Morning Break

11:00 - 12:30 IHPST Business Meeting
Location: Auditorium

12:30 - 2:00 Lunch

2:00 - 3:30 Concurrent Sessions

Session 3.2.1 (Auditorium)
• Renee Schwartz, The Approach and Effectiveness of Integrating Nature of Science Instruction during an Undergraduate Biology Course
• Wendy Benoit, Teaching Introductory Science Students about the Process of Science
• Devrim Guven, Assessing Epistemological Views

Session 3.2.2 (Rooms 100-104)
• Wendy Sherman Heckler, Does Professional Teaching Need a Scientific Foundation?
• Catherine Lange, A Study of Pre-service Science Teachers’ Understanding of Scientists
• Barbara Rascoe, History and Nature of Science Expansion with Inquiry

Session 3.2.3 (Rooms 210-214)
• Mike Smith, et al., Did Darwin understand the nature of science? Use of the terms knowledge, belief, acceptance, and understanding in Darwin’s Origin of Species
• Kostas Kampourakis and William McComas, Charles Darwin and the Human Elements of Science
• David Rudge, et al., A Study on Using the History of Industrial Melanism to Teach the Nature of Science

Session 3.2.4 (Rooms 112-114)
• Varda Bar and Barbara Zinn, From Gilbert to Franklin: Early ideas about Electricity
• Pierre Boulos, The Rise of Academic Societies: Euler, d’ Alembert, Clairaut, and the Solution to Newton’s Headache
• Varda Bar and Barbara Zinn, How were high temperatures of solar atmospheres established by early spectroscopy?

Session 3.2.5 (Room 202)
• Jesse Wilcox and Jerrid Kruse, Investigating teachers’ ability to reflect on authentic research experiences regarding their nature of science understanding and classroom implementation: A collective case study
• Oktay Aslan, et al., Science and Technology Teachers’ Views on the Nature of Science and How They are Being Reflected in Classroom Practices

3:30 - 4:00 Mid-Afternoon Break

4:00 - 6:30 Symposium: HIPST: A European Research Project on the Contribution of History and Philosophy of Science in Science Teaching
Panelists: Agustín Adúriz-Bravo, Sotiris Dossis, Andreas Henke, Dietmar Höttecke, Dimitris Koliopoulos, Vassilis Koulountzos, Panos Pantidos, Falk Reiss, Fanny Seroglou, Cibelle Celestino Silva, Giorgos Vleioras, Gábor Á. Zemplén
Discussant: Michael Matthews
Location: Auditorium

7:00 - 10:00 Conference Banquet

Sunday June 28th

9:00 - 10:30 Concurrent Sessions

Session 4.1.1 (Rooms 100-104)
• Mark Lattery, Research on Student Model Formation and Development in Physics
• Melissa Braaten and Mark Windschitl, Towards a Stronger Conceptualization of Scientific Explanation for Science Education
• Rick Wiebe, Chemistry and the Hidden Curriculum

Session 4.1.2 (Rooms 210-214)
• Spyros Siakas, et al., Animation Movies Inspired by the History of Science and Developed by Pupils in Primary School
• Anastasios Siatras and Fanny Seroglou, Legends and Scientific Explanations in Science Education: Teaching about the Sun in the Primary School
• Kyriaki Vogiatzi, et al., Teaching Science through Art in the