Sunday, June 24, 2007

Reception and Welcoming Dinner
Location: Rosza Centre, Husky Oil Great Hall

Dr. Ian Winchester,
IHPST 2007 Conference Chair

Dr. Bruce Clark,
Acting Dean, Faculty of Education,
University of Calgary, Canada

Dr. William F. McComas,
President of IHPST,
University of Arkansas, U.S.A.

Monday, June 25, 2007

1.1.0. Springer Lecture

Science Is Doing One's Damndest with No Holds Barred: Pluralistic Approaches to the History of Science and Its Uses in Teaching -- A Biologist's Approach

Dr. Garland E. Allen,
Washington University, St. Louis, U.S.A.

1.1.1
Chair:
Haydée Santilli,
Universidad de Buenos Aires, Argentina

• Teaching Astronomy: An Historical Approach
• The Heavens as a Laboratory: The Discovery of Spectroscopy
• Astronomy Workshops and the Nature of Science Knowledge

Location: EDC 352

1.1.2
Chair:
Rick Connor,
University of New South Wales, Australia

• Quality and Evolution of Teachers’ Argumentation in Marine Fish Resource Issue
• Teachers’ Argumentation about Construction of Mountain Cable Car in Yushan National Park Issue
• Impact of a Nature of Science Professional Development Program on the Self- Efficiency for Science Teaching and Knowledge of Teachers in Elementary School

Location: EDC 353

1.1.3
Chair:
Michael Akeroyd,
Bradford College, U.K.

• Compulsions, Challenges and Contradictions of the Modernisation Enterprise in India – Implications for Science Education
• A Proposal for Science Teaching in Mexico through History and Philosophy of
  Science
• Novel Approaches in English Science Education

Location: EDC 354

1.1.4
Chair:
Kostas Kampourakis,
Geitonas School, Athens, Greece

• Definition of Historical Models of Gene Function and Their Relation to
  Students’ Understanding of Genetics
• Preliminary Evolutionary Explanations: a Minimal Framework for Explanatory
  Coherence in Middle School and a Basis for Future Evolution Instruction
• Falsifiability as a Science/Non-science Demarcation Criterion in the Battle
  Against Creationism

Location: EDC 355

1.1.5
Chair:
Francie Rowe,
Edgewood College, U.S.A.

• Conceptual Change in the Fly Room: A Lesson for Undergraduate Biology
  Education
• Building Bridges: Surfacing Epistemologies in a Science Teacher Education
  Program and Implications for Classroom Practice
• Approaches and Methodologies for a Course on History and Epistemology of
  Physics: Analyzing the Experience of a Brazilian University

Location: EDC 356

1.1.6
Chair:
Barbara Zinn,
Science Teaching Center, The Hebrew University of Jerusalem, Israel

• Constructing an Educational Message Regarding the Nature of Scientific
  Method: Leonardo and Galileo Compared
• Taiwan Experts' Perspectives on What 'Nature of Science' Should Be Taught
  in Elementary and Secondary Schools
• Kieran Egan’s Educational Metatheory and its Importance for HPS Science
  Educational Reform

Location: EDC 357

1.1.7
Chair:
Dana L. Zeidler,
University of South Florida, U.S.A.

• Critical Thinking in Science Education: Can Bioethical Issues and Questioning
  Strategies Increase Scientific Understandings?
• Social and Ethical Issues in Science Education

Location: EDC 370A

1.2.1
Chair:
Glenn Dolphin,
Union - Endicott High School, New York, U.S.A.

• Evolution of the Theory of the Earth: A Contextualized Approach for Teaching the History of the Theory of Plate Tectonics to Ninth Grade Students
• Pluto’s Punishment and Two Other Examples of Reclassification in Science: A Golden Teaching Opportunity
• How Copernicus Moved The World: Using The Shift From Geocentrism to
  Heliocentrism To Explore The Nature of Science

Location: EDC 352

1.2.2
Chair:
Merce Izquierdo,
LIEC, Llenguatge i Ensenyament de les Ciències, Universitat
Autònoma de Barcelona, Spain

• A Historical/Philosophical Foundation for Teaching Chemical Equilibrium
• Talking Chemistry: Investigating the Epistemological Aspects of Chemical Language and Implications for Chemical Education
• Argumentation: An Essential Component of a Process of Chemical Modelling

Location: EDC 353

1.2.3
Chair:
Mary Beisiegel, Irene Meglis, & David Pimm,
University of Alberta, Canada

• The History of Electricity and the Contemporary Physics Education
• Will The Real Imre Lakatos Please Stand Up

Location: EDC 357

1.2.4
Chair:
Joanne K. Olson,
Iowa State University, U.S.A.

• How Do Physics Teacher Students Understand the Nature of Science: An Explorative Study of a Well Informed Investigational Group
• Undergraduates’ NOS Conceptions and the Role of Historical Narratives: A Very Tangled Web

Location: EDC 356

1.2.5
Chair:
Bharath Sriraman,
University of Montana, U.S.A.

Symposium Session:
Mathematics, Science and Art: Contextual, Historical, and Philosophical Connections for Contemporary Research and Pedagogy

• Mathematics and Literature: Perspectives for Interdisciplinary Classroom
  Pedagogy
  Bharath Sriraman,
  University of Montana, U.S.A.
  Astrid Beckmann,
  University of Education-Schwaebisch Gmuend, Germany

• Mathematical Modeling in Problem Based Project Work Experiences from the Interdisciplinary Science Study Programme at Roskilde University
  Morten Blomhøj,
  Roskilde University, Denmark

Location: EDC 355

1.2.6
Chair:
Bonnie Shapiro,
University of Calgary, Canada

Philosophies That Guide the Design of Approaches to Inquiry Learning in Elementary Science Education – A Panel Discussion

Bonnie Shapiro,
University of Calgary, Canada
Polly Knowlton Cockett,
University of Calgary, Canada
Sandy Last,
Calgary Board of Education Science School, Canada
Deb Nettesheim,
Calgary Board of Education Science School, Canada
Elan La Montagne,
Calgary Board of Education Science School, Canada
Patricia Kaiserseder,
Calgary Board of Education Curriculum Support Team, Canada

Location: EDC 354

Tuesday, June 26, 2007

11:30 am

2.1.1.1
Chair:
Mark Lattery,
Department of Physics/Astronomy, University of Wisconsin Oshkosh, U.S.A.

• Newtonian Optics in the Eighteenth Century: Discussing the Nature of Science
• Newton Sees The Light! Prisms, Rainbows, and Science: A Re-Construction
• Pre-Newtonian Reasoning and One-Dimensional Projectile Motion

Location: EDC 352

2.1.1.2
Chair:
Paul Wendel,
Department of Teaching, Learning, and Curriculum Studies, Kent University, U.S.A.

• Bridging the History of Science Teaching Gap: A Lesson Plan for the Discovery of Vitamin B1
• Mechanical Metaphors in Unlocking The Mystery of Life

Location: EDC 353

2.1.1.3
Chair:
Elizabeth Cavicchi,
Massachusetts Institute of Technology, U.S.A.

• Critical Explorations by Teacher and Student in Experimental Science and its History
• Experience Of Experiment Based Science Education In The Indian Context: Potentials And Limitations
• Create-Test-Use and Evidential Bases

Location: EDC 354

2.1.1.4
Chair:
Erik Peterson,
Program in History and Philosophy of Science, University of Notre Dame, U.S.A.

• Ernst Mach and the Question of the Consequences of Darwin for Science Teaching: General Principles, History of Ideas and the Genesis of the Learning Process
• Darwinism in Context: a Course on the Nature of Science
• So What Does Darwin Have To Do With Evolution Anyway?

Location: EDC 355

2.1.1.5
Chair:
Agustin Aduriz-Bravo,
Universidad de Buenos Aires. Argentina

• Progressive Transitions in Chemistry Teachers’ Understanding of Nature of Science Based on Historical Controversies
• Epistemological and Learning Conceptions in Science Teachers
• Designing and Evaluating Nature-of-Science Activities for Teacher Education

Location: EDC 356

2.1.1.6
Chair:
Calvin S. Kalman,
Physics Department, Concordia University, Canada

• The History Of The Concept Of Electromotive Force In Electric Circuits And Designing Teaching Sequences
• The Need to Emphasize Epistemology in Teaching and Research

Location: EDC 370A

2.1.1.7
Chair:
Robert Carson,
Montana State University, U.S.A.

• Utilising Theme Demonstrations and Concept maps to Integrate Electrostatics Teaching
• Henry David Thoreau, Forest Succession, and the Nature of Science: A Method for Curriculum Development
• Strategies for Affecting the Necessary Course of Cognitive Growth as an Integral Part of Curricular and Instructional Planning

Location: EDC 357

2.1.2.1
Chair:
Pierre Boulos,
School of Computer Science, University of Windsor, Canada

• Can Computer Modeling Help Us Understand the History of Science
• Student Teachers' Misconceptions of the Particulate Model of Matter
• Historical Recurrent Teaching Models 2: From Stoichiometry to Nanotechnology

Location: EDC 352

2.1.2.2
Chair:
Colin Gauld,
University of New South Wales, Australia

• History and Nature of Science in Brazilian Physics Textbooks: Some Findings and Perspectives
• Quo Vadis (Physics) Education
• Newton's Use of the Pendulum to Investigate Fluid Resistance: A Case Study and Some Implications for Teaching about the Nature of Science

Location: EDC 353

2.1.2.3
Chair:
Kevin de Berg,
Avondale College, Australia

• Micro and Macro Context Authenticity in Realization of Authentic Science in Schools
• Discourse in Science Classroom: The Authority of Scientific Knowledge and Communication Situation.
• The Conversion of a Recipe-Based Laboratory Exercise to an Inquiry-Based Laboratory Exercise Using Historical Materials and Recent Context-Based Materials: The Case of the Preparation of Tin(IV) Oxide

Location: EDC 354

2.1.2.4
Chair:
Susan Barker,
Department of Secondary Education,University of Alberta, Canada

• Problems Of The Environment In The Science Classroom: Ozon Depletion In Greek Science Textbooks
• To Develop The Senses” - Teaching Science To Primary Education Teachers In The First Century Of The Greek State (1828-1931)
• Globalization of Science Inquiry- One Size Fits All

Location: EDC 355

2.1.2.5
Chair:
Philip Smith,
Ohio State University, U.S.A.

• Rationality and the Political Face of Education – Revisited (Again!)
• Teaching the Interrelations of Science and Society: A Set of Role-plays on the Social and Cultural Context of Science
• Scientists, Profit & Public Enlightenment

Location: EDC 356

2.1.2.6
Chair:
Jeff C. Babb,
Mathematics & Statistics, University of Winnipeg

Symposium Session:
Learning from Fermat's Contributions to the Development of Calculus

• From Archimedes to Fermat: Quadratures of Spirals
  James D. Currie,
  Mathematics & Statistics, University of Winnipeg

• Early Differentiation: Fermat’s Method of Adequality
  Jeff C. Babb,
  Mathematics & Statistics, University of Winnipeg

Location: EDC 370A

2.2.1
Chair:
Olive Chapman,
Faculty of Education, University of Calgary, Canada

• Connecting Physics and Mathematics Education Through Mathematical
  Models and Modeling
• How can science history contribute to the development of new proposals in the teaching of the notion of derivatives?
• Why ? An Instructional Design Experiment to Incorporate History of Science in Student Learning

Location: EDC 352

2.2.2
Chair:
Panagiotis Kokkotas,
Department of Primary Education, University of Athens, Greece

Symposium:
Science Teacher e-Training (STeT) - Teaching Science Using Case
Studies from the History of Science

Panagiotis Kokkotas,
Department of Primary Education, University of Athens, Greece
Fabio Bevilacqua,
Department of Physics “Alessandro Volta”, Università di Pavia, Italy
Balanides Nicos,
Department of Education, University of Cyprus, Cyprus
Peter Heering,
Institute of Physics, Carl-von-Ossietzky Universitaet, Germany
Fanny Seroglou,
Pedagogical Department of Primary Education, Aristotle University of
Thessaloniki, Greece

Location: EDC 353

2.2.3
Chair:
Sufen Chen,
National Taiwan University of Science and Technology, Taiwan

• College Students’ Majors and Views on Nature of Science
• Can our Conception of the Nature of Science be Tentative Without Qualification?
• A Longitudinal Analysis of High School Students’ Understandings of ‘Ideas about Science’

Location: EDC 354

2.2.4
Chair:
Mijung Kim,
Seoul Nation University, Korea

• Developing Teaching Materials for Understanding the Nature of Science (NOS)
• Unified View on Science and Technology Education: Technoscience and Technoscience Education
• Envisioning Technological Literacy in Science Education: Building Sustainable Human-Technology-Lifeworld relationships

Location: EDC 355

2.2.5
Chair:
Zoubeida Dagher,
University of Delaware, U.S.A.

• The Nature Of School Science Inquiry In Science Education Research
• What makes inquiry inherently difficult?
• Instructional Leadership in Elementary Science

Location: EDC 356

2.2.6
Chair:
Agneta Bostrom,
Stockholm Institute of Education, Sweden

• Harnessing the Power of Metaphor: Why Analogical Reasoning Deserves a Central Place in the Classroom
• The Role of Personal Narratives and Stories in Science Education?
• Narrative and Contextual Science and its Understanding

Location: EDC 357

Wednesday, June 27, 2007

12:00 pm

3.1.1
Chair:
Gregory L. Macklem,
Program in History and Philosophy of Science, U. of Notre Dame

• A Methodological Proposal to Assume Themselves to the Resolution of Problems and to Promote Linguistic Cognitive Strengths
• Teaching of Electric Circuits Theories in Introductory Courses: How Did We Get Here?
• Using Scientific Controversies To Teach The Nature Of Science

Location: EDC 352

3.1.2
Chair:
Niyazi Gulnar,
Middle East Technical University, Turkey

• Classroom Inquiry on the Fringes of Science
• The Game of Prediction and Retrodiction: A Radical-Constructivist Perspective on the Notion of Time in Science
• Breaking the Reign of Definitons- The Case for “Science”

Location: EDC 354

3.1.3
Chair:
Hayo Siemsen,
STRL, DeMontfort University, Leicester, U.K.

• A Wittgensteinian Critique of Two Contemporary ‘Turns’ in Science Education Learning Theory
• Resettling the Thoughts of Mach and the Vienna Circle to Europe
• Joseph Priestley and Contemporary Science Curricula

Location: EDC 370A

3.1.4
Chair:
Pradeep Maxwell Dass,
Appalachian State University, U.S.A.

• Assessing the Development of Critical Thinking in Greece through an Approach of Teaching Science to Primary School Students which Incorporates Aspects of History of Science
• Integrating the Nature of Science into Middle Level Secondary Science Instruction
• Understanding The Nature Of Science Through College Introductory Biology

Location: EDC 355

3.1.5
Chair:
Douglas Allchin,
Program in History of Science, Technology & Medicine, University of Minnesota, U.S.A.

• Facilitating Conceptual Change through Historical Dialogues: The Case of Teaching about Heat and Temperature
• Simulative Modeling in Physics and Access to Reality: From Aspects of Research Practices to Solutions for Education
• Simulation: Rachel Carson, Silent Spring, and the Committee on Pesticides, 1963

Location: EDC 356

3.1.6
Chair:
Timothy J. Glaude,
Xavier University of Louisiana, U.S.A.

• Models of Science and Scientists in the Literature, and among Contemporary Learners
• Develop a Place-based Science Curriculum in Tribe for Aboriginal Pupils in Taiwan.
• Cultural Pedagogy and Effective Science Teaching

Location: EDC 357

3.1.7
Chair:
Bharath Sriraman,
University of Montana, U.S.A.

• Mathematics, Science and Art: Contextual, Historical, and Philosophical Connections for Contemporary Research and Pedagogy
• Mathematical Connections in the New Brunswick Notebook Computer Project: Solving Real-World Problems by Grade 7-8 Francophone Schoolchildren
• Design Science Perspectives in Mathematics and Science Education Classroom Research
  

Discussant:
Olof Bjorg Steinthorsdottir,
University of North Carolina- Chapel Hill

Location: EDC 353

4:30 pm

3.2.1
Chair & Discussant:
Bharath Sriraman,
University of Montana, U.S.A.

Mathematics, Science and Art: Contextual, Historical, and Philosophical Connections for Contemporary Research and Pedagogy

• Meta Aspects of Science in Problem Based Project Work - Experiences from the "Reflection Project" in the Interdisciplinary Science Study Programme at Roskilde University
  Tinne Hoff Kjeldsen,
  Roskilde University, Denmark

• Simulative Modeling in Physics and Access to Reality: From Aspects of
  Research Practices to Solutions for Education
  Ismo T. Koponen,
  University of Helsinki, Finland

• The Philosophy of Models and Modeling Involving Complex Systems
  Bharath Sriraman,
  University of Montana, U.S.A.

Location: EDT 802

3.2.2
Chair:
Art Stinner,
University of Manitoba, Canada

International Pendulum Project

Discussants:
Don Metz,
University of Winnipeg, Canada
Fabio Bevilacqua,
Department of Physics “Alessandro Volta”, Università di Pavia, Italy
Agustin Aduriz-Bravo,
Universidad de Buenos Aires. Argentina
Robert Carson,
Montana State University, U.S.A.

Location: EDT 502

3.2.3
Chair:
Michael Matthews,
University of New South Wales, Australia

Symposium:
Aesthetic Experience in Science Education: Learning and Meaning- Making as Situated Talk and Action

Discussants:
Daniel Meyer,
Illinois Institute of Technology, U.S.A.
Wendy Sherman,
Kent State University, U.S.A.

Respondent:
Per-Olof Wickman,
Stockholm Institute of Education, Sweden

Location: EDT 1220

3.2.4
Chair:
Rick Connor,
University of New South Wales, Australia

Symposium:
The Use of Narrative as a Pedagogical Tool for Teaching the History of Science

• Developing Pre-Service Teachers’ Pedagogical Content Knowledge Through the Use of Narratives
  Rick Connor,
  University of New South Wales, Australia

• Using Interactive Vignettes in the Teaching of the Mole Concept in Senior 3 Chemistry
  Heather Teller,
  Fort Richmond Collegiate, Winnipeg, Canada

• The Electric Café: An Experiment in the Use of Fictional Narrative as a Vehicle for the Contextual Teaching of Science
  Dan Wright,
  Fort Richmond Collegiate, Winnipeg, Canada

Location: EDC 354

3.2.5
Chair:
Dawn Sutherland,
University of Winnipeg, Canada

• A Progressive Sequence of Theatre Techniques for Teaching Science
• Wasn’t Science Always Fun!: The Changing Discourse in Children’s Nonfiction Science Trade Books from 1960 to the Present
• The Feature of Science Education to Refer to Style of the Science Textbooks in the Enlightenment Period in Korea

Location: EDC 355

Thursday, June 28, 2007

4.0.1
Chair:
Sang-Chong Lieu,
Graduate Institute of Science Education, National Hualien University of Education

• The Role of NOS in a High School/Secondary Distance Learning Program for Adults
• Using the Age of Discovery to Teach Biological Classification and Enhance High School Students’ Conceptions of the Nature of Science
• The Effects of Two Different Approaches Helping Students Achieving the Unpacking Competency Indicators Concerning the Nature of Science

Location: EDC 352

4.0.2
Chair:
Catherine Lange,
Graduate School of Education, State University of New York at Buffalo, U.S.A.

• The Pedagogical Applications of Wegener’s Theory to Develop Contextual Epistemological Understandings of the History of Science
• The Teaching of the Concept of Energy in Primary School Students with the Use of Aspects of History and Philosophy of Science. A Constructivist Approach
• Discourse Analysis as a Tool for the Transformation of Teachers’ Talk Companion Meanings about NOS, NOT and NOL

Location: EDC 355

4.0.3
Chair:
David W. Rudge,
Biological Sciences, Western Michigan University, U.S.A.

• On the Concept of Energy: How Understanding its History can Improve Physics Teaching
• Historical Aspects in Teaching Physics in Slovakia
• But Is It Effective? Assessing The Impact Of A Historically-Based Unit

Location: EDC 353

4.0.4
Chair:
Hayati Seker,
Marmara University, Istanbul, Turkey

• Physical Construction of the Chemical Atom: Is There a Way Back?
• Levels of Connecting Pedagogical Content Knowledge with Pedagogical Knowledge of History of Science
• Using the Relations Between HPS and Science Education in In-Service University Chemistry Teacher Education

Location: EDC 354

4.0.5
Chair:
Michael R. Matthews,
University of New South Wales, Australia

Symposium Session:
Models in Science and in Science Education

• Incommensurability and Multiple Models: Representations about Structure of Matter in Undergraduate Chemistry Students
  Fernando Flores-Camacho,
  National Autonomous University of Mexico

• Models and Modelling in Physics Education: A Critical Re-analysis of
  Philosophical Underpinnings and Suggestions for Revision
  Ismo Koponen,
  University of Helsinki, Finland

• Definition of Historical Models of Gene Function and their Relation to
  Students' Understanding of Genetics
  Mariana Hagberg,
  Karlstad University, Sweden

• The Role of Models and Analogies in the Electromagnetic Theory: A Historical Case Study
  Cibelle Celestino Silva,
  State University of Campinas, Brazil

Location: EDC 370A

12:00 pm