Participant Profiles

Fouad Abd-El-Khalick University of Illinois at Urbana-Champaign fouad (at) illinois.edu
305 Education Building, MC-7081310 South Sixth StreetChampaign, IL 61820
Homepage	http://education.illinois.edu/people/fouad
Fouad Abd-El-Khalick is Professor of Science Education and Head of the Department of Curriculum and Instruction, College of Education, University of Illinois at Urbana-Champaign. He holds a Ph.D. in Science Education, and master’s and BS degrees from the American University of Beirut, Lebanon. His research focuses on the teaching and learning about nature of science in precollege grades, and in preservice and inservice science teacher education settings. He is currently leading a large-scale initiative funded by the US National Science Foundation aimed at preparing a new generation of science teacher leaders by integrating social and entrepreneurial leadership into existing modalities for preparing teacher leaders. He also maintains an active international program of educational research and development in Egypt, Lebanon, and Qatar. Professor Abd-El-Khalick also served as associate editor for the Journal of Research in Science Teaching and School Science and Mathematics Journal, and sits on the editorial boards for the International Journal of Science Education, Science & Education, and Journal of Science Education and Technology. He was recently elected to the rank of Fellow of the prestigious American Association for the Advancement of Science for, according to the Association, “his outstanding research on teachers’ and students’ conceptions of the nature of science that helped provide a foundation for this field of research.”
Papers	Teaching With and About NoS, and Science Teacher Knowledge Domains Influence of History of Science Courses on Students’ Views of NOS
Areas of Interest	Teaching and learning about nature of science in precollege grades Teaching and learning about nature of science in preservice and inservice science teacher education settings

Douglas Allchin Univ. of Minnesota allch001 (at) umn.edu
2005 Carroll AveSt Paul, MN 55104
Homepage	http://douglasallchin.net
Douglas Allchin has an M.S. in evolutionary biology (Univ. of Chicago, 1991) and a Ph.D. in history and philosophy of science (Univ. of Chicago, 1991). His research focuses on error and disagreement in science and on episodes in the history of science, primarily from 20th-century biology. Allchin began teaching high school biology in 1981, and has continued to teach biology and help integrate HPSS into science education (History as a Tool in Science Education). He is co-author of the 1996 collection of historical case studies, Doing Biology, and writes a column for American Biology Teacher, Sacred Bovines, now in its 8th year (sacredbovines.net). His numerous articles for science educators have profiled the values and standards of professional philosophers and historians, towards representing the nature of science faithfully (How Not to Teach History in Science; Scientific Myth-Conceptions; Pseudohistory and Pseudoscience; Lawson’s Shoehorn, or Should the Philosophy of Science be Rated ‘X’?; Should the Sociology of Science be Rated ‘X’?; Why Respect for History–and Historical Error–Matter; Evaluating Knowledge of the Nature of (Whole) Science). He continues to assemble historical case studies and simulations (galileotrial.net; pesticides1963.net) and guide teachers in similar work (ships.umn.edu/modules).
Papers	Teaching NOS through Scientific Errors Scientific Myth-Conceptions
Areas of Interest	Error & disagreement in science History of biology (twentieth-century+) HPS in science education

Emily Allen School of Education Boston University eallen2 (at) bu.edu
Two Silber WayBoston, MA 02215
Homepage
Emily is a second year doctoral student studying science education at the School of Education, Boston University. Before coming to this program, she earned a master’s degree in Applied Physics at Yale University and taught high school physics and chemistry at The Pomfret School, Pomfret, CT, for several years. Emily is currently working on several research projects here at Boston University that include a closer look at self-report surveys, computer simulation use in introductory college chemistry courses to help teach quantum concepts, and K–12 teacher training courses through science immersion courses.
Areas of Interest	Quantum concepts in introductory college science courses Use of computer simulations to learn abstract scientific concepts in the classroom Teacher development and immersion in science Teaching of the nature of science Social science measurement in self-report surveys

Bob Bain University of Michigan bbain (at) umich.edu
610 E. University Ave.Ann Arbor, Michigan 48109-1259
Homepage
Robert (Bob) Bain is Associate Professor at the University of Michigan, Ann Arbor with joint appointments in the Department of History, the Department of Educational Studies, and Museum Studies. He currently is chair of UM’s Secondary Teacher Education Program and is the one of the principal investigators for the design and development team of the Big History Project ( www.bighistoryproject.com). Bob earned his Ph.D. in Social Policy History from Case Western University. Before joining the UM faculty in 1998, heaught high school history and social studies for 26 years, and was a seven-time award winner for excellence in teaching. His research centers on teaching and learning history and the social sciences. Trained as a historian, Bain’s research treats the sites of learning as historical events that require researchers to collect and analyze documents and artifacts, just as historians do. His studies have included investigations of history teaching and learning occurring in schools and museums; the growth of teacher knowledge; the design and use of history-specific technology; and a history of teacher preparation in history and the social studies.
Papers	“They Thought the World Was Flat?” Applying the Principles of How People Learn in Teaching High School History
Areas of Interest	Teaching and learning of history, the social sciences and the sciences Preparation of curriculum and technological tools to support student and teachers in teaching and learning history, the social sciences and the sciences History of teacher preparation History of school subjects

Christine Baron Boston University, School of Education cbaron24 (at) bu.edu
2 Silber WayBoston, MA 02215
Homepage
Christine Baron is an Assistant Clinical Professor and Program Coordinator for History and Social Studies Education at Boston University’s, School of Education. Dr. Baron is working to establish the Center for History Education at Boston University, a program that uses historic sites as laboratories for teacher preparation. A former high school history teacher and museum educator, immediately prior to her academic post, Dr. Baron directed the development of educational and interpretation programs at the Old North Church, Boston. She received the National Council on Public History’s Award for Excellence in Consulting and the American Association of State and Local History’s Award of Merit for her work at the Old North Church. She received the National Council on the Social Studies Larry Metcalf Exemplary Dissertation Award for her research related to using historic sites to foster historical thinking.
Papers	Understanding Historical Thinking at Historic Sites
Areas of Interest	Historical thinking/Expert thinking Teacher professional development Cross-disciplinary laboratory practice Problem-based Learning

Jessica Baron Reilly Center for Science, Technology, and Values University of Notre Dame baron.17 (at) nd.edu
Reilly Center for Science, Technology, and Values448 Geddes HallNotre Dame, IN 46556
Homepage	http://jessicabaron.nd.edu
Jessica is currently the Outreach and Communications Coordinator for the Reilly Center for Science, Technology, and Values at the University of Notre Dame and the Managing Editor for the journal Studies in History and Philosophy of Science. She is also a member of the History of Science Society’s Committee on Education and its Sub-Committee for Instructional Module.Jessica is currently finishing her PhD dissertation, titled Reforming the Raj: Florence Nightingale’s biomedical liberalism in British India, in the History and Philosophy of Science Program at Notre Dame. From January 2010 – December 2011, Jessica was an adjunct lecturer of history at St. Mary’s College in Notre Dame, IN, where she offered courses on world history (to the Reformation), the history of women in science and medicine, women in the British colonies, and modern European women’s history. In 2005, Jessica taught a Master’s-level course for high school science teachers called Curie, Carson, and Franklin: Women and the Nature of Science.
Areas of Interest	History of medicine and public health Women in science Science outreach and communication

Keith Barton Indiana University kcbarton (at) indiana.edu
Department of Curriculum and InstructionBloomington, IN 47405
Homepage	http://portal.education.indiana.edu/ProfilePlaceHolder/tabid/6210/Default.aspx?u=kcbarton
Keith C. Barton is Professor of Curriculum and Instruction and Adjunct Professor of History at Indiana University. His research investigates students’ historical understanding, classroom contexts of teaching and learning, the history of the social studies curriculum, and students’ understanding of human rights; this work includes studies in the United States, Ireland, Northern Ireland, New Zealand, and Colombia. He is the author, with Linda S. Levstik, of Doing History: Investigating with Children in Elementary and Middle Schools, Teaching History for the Common Good, and Researching History Education: Theory, Method, and Context.
Areas of Interest	History and social studies education

Geoffrey Belknap Harvard University belknap (at) fas.harvard.edu
Science Center 3711 Oxford StreetCambridge, MA 02138
Homepage
Geoffrey is a post doctoral fellow and researcher for the Darwin Correspondence Project at Harvard, located in the History of Science Department. His research interests focuses on the communication of science, and the public uses of correspondence.
Areas of Interest	The way that academics can work to engage more directly with the public education and communication of science Uses of web based resources

Yann Benétreau-Dupin Dept of Philosophy Western University Rotman Institute ybenetre (at) uwo.ca
Stevenson HallDepartment of Philosophy – Western UniversityLondon, Ontario N6A 5B8Canada
Homepage	http://www.rotman.uwo.ca/who-we-are/our-members/yann-benetreau-dupin/
A Ph.D. student in philosophy at Western University and the Rotman Institute of Philosophy (Canada), Yann is interested in questions of confirmation, the role of explanation, and the status of laws in physics (cosmology in particular). He has been a teaching and research assistant for the ITOP (Improving the Teaching Of Physics) project at the BU School of Education, integrating HPS content in science teaching for physics teachers’ professional development. He previously worked for a science education organization in France, Planète Sciences, where he developed educative programs and material for inquiry- and project-based astronomy education. He is also an assistant editor for the journal Science & Education.
Papers	Teaching Teachers the Conceptual History of Physics
Areas of Interest	Philosophy of science Philosophy of physics

Alisa Bokulich Center for Philosophy and History of Science Boston University abokulic (at) bu.edu
Department of Philosophy, Boston University745 Commonwealth Ave.Boston, MA 02215
Homepage	http://www.bu.edu/philo/people/faculty/full-time/alisa-bokulich/
Alisa Bokulich received her Ph.D. from the University of Notre Dame’s Program in History and Philosophy of Science in 2001. She is currently an Associate Professor in the Philosophy Department at Boston University. In Fall of 2010, she became the director of B.U.’s Center for Philosophy & History of Science. She is the author of Reexamining the Quantum-Classical Relation: Beyond Reductionism and Pluralism with Cambridge University Press (2008). She has been the recipient of several grants from the National Science Foundation, including most recently a Scholars Award to support her new book project on the role of idealized models in the Earth Sciences. Her teaching at BU includes courses in the philosophy of science; philosophy of physics; gender, race and science; and science, technology, and values.
Areas of Interest	Philosophy of science History and philosophy of physics (especially quantum and classical mechanics) Scientific modeling

Katherine Brading University of Notre Dame kbrading (at) nd.edu
Department of Philosophy100 Malloy HallUniversity of Notre Dame, IN Notre Dame
Homepage	http://www.nd.edu/~kbrading/
Katherine is a philosopher, specializing in philosophy of physics. She works on contemporary physics (including quantum theory and relativity) as well as history of physics. The underlying motivation for all of her work is “What’s the world made of and how does it work?”, with related questions about the kinds of knowledge that physics produces and the methods by which it produces that knowledge. Katherine cares deeply about ownership of science among those of us who are not professional scientists, in partnership with scientists, and about reflectiveness with respect to science in professional scientists. For example, Katherine teaches a class aimed at a general undergraduate audience that explores how we discovered that, despite strong evidence to the contrary, the Earth is not at rest at the center of a spherical cosmos. This course integrates science, scientific methodology, philosophy, and history of science. It makes extensive use of our Digital Visualization Theatre (which can be used as planetarium, but also to do all kinds of three-dimensional representation), through which she has become increasingly interested in the harnessing the power of three-dimensional visual representation in pursuit of pedagogical excellence. Katherine studied for the D.Phil. at Oxford in philosophy of physics, and is currently Director of the History and Philosophy of Science Graduate Program in the Reilly Center for Science, Technology and Values at the University of Notre Dame, where she is also William J. and Dorothy K. O’Neill Collegiate Professor of Philosophy in the Department of Philosophy.
Areas of Interest	Widespread ownership of science How HPS within the academy can serve the wider community The role of HPS in promoting reflectiveness about science and in wise decision-making

Reuven Brandt Western University rbrandt2 (at) uwo.ca
Department of Philosophy, Western University (Stevenson Hall 3148)1151 Richmond St.London, Ontario N6A 5B8Canada
Homepage	http://publish.uwo.ca/~rbrandt2/
Reuven Brandt is a PhD student at Western University and a resident member of the Rotman Institute of Philosophy. His current research focuses on the ethical relationship between gamete (sperm and ova) donors and the children that result from their donated tissue. Reuven’s research seeks to determine the nature of the obligations acquired by gamete donors by virtue of the role they play in creating children, whether these obligations are transferable to others, and how these ethical considerations should influence the policy that governs donor-assisted reproduction. Reuven is currently involved in an outreach project geared at incorporating philosophy
Areas of Interest	Bioethics Philosophy of Science

John Bruer James S. McDonnell Foundation bruer (at) jsmf.org
1034 S. Brentwood Blvd.St. Louis, MO 63131
Homepage
Since 1986, Bruer has been president of the James S. McDonnell Foundation in St. Louis. The foundation awards over $25 million annually. The Foundation has established programs in the areas of neuroscience, cancer research, education, and child health. Since 1999 the McDonnell Foundation has developed a specific program interest in complex systems research. Bruer holds degrees in philosophy from the University of Wisconsin-Madison, Oxford University, and Rockefeller University. Bruer’s book Schools for Thought: A Science of Learning in the Classroom (MIT Press, 1993) received the 1993 Quality in Educational Standards Award and the 1994 Charles S. Grawemeyer Award in Education. His The Myth of the First Three Years (Free Press 1999) received the 2000 Eleanor Maccoby award from the American Psychological Association. He is Adjunct Professor of Philosophy at Washington University and a member of the National Science Board. His current research interests include issues in cognitive neuroscience, causal reasoning, and education
Papers	The Myth of the First Three Years (Chapter 1)
Areas of Interest	Application of cognitive psychology to education Educational neuroscience—avowed critic of

Jondou Chen Teachers College Columbia University jondouchen (at) gmail.com
525 W. 120th St. Box 8New York, NY 10027
Homepage
Jondou Chen is a postdoctoral researcher at Teachers College, Columbia University and serves as project manager for the NSF-funded Developing Students’ Growth Mindset to Promote Science Learning project under Dr. Xiaodong Lin at Teachers College and Dr. Carol Dweck at Stanford University. Dr. Chen’s past research has investigated links between poverty, neighborhood violence, education policy, and housing mobility projects. Dr. Chen has also served as a high school social studies and math teacher and directed a number of community service/outreach programs.
Areas of Interest	Blending psychological and educational research methods Understanding learning transfer between disciplines Developing interventions to promote resilience in disadvantaged populations Improving partnerships between researchers and educational practitioners

Jeanne Chowning Northwest Association for Biomedical Research jchowning (at) nwabr.org
100 W Harrison N430Seattle, WA 98119
Homepage	http://www.nwabr.org
Jeanne Chowning, serves as the Director of Education for the nonprofit Northwest Association for Biomedical Research (NWABR). For nearly 20 years, Jeanne has directed her professional efforts towards improving pre-college science education and promoting a greater understanding of biomedicine and bioethics among teachers and their students. Jeanne leads several federal science education grants focused on the impacts of science on society, and on preparing young people for the future. Collaborations to Understand Research and Ethics, a Science Education Partnership Award (NIH) engages high school teachers and students in biomedical research ethics. Bio-ITEST (NSF) explores bioinformatics in the context of genetic testing and research. She has led the development of numerous curricular resources focused on topics such as embryonic stem cell research and helped author Exploring Bioethics for the NIH Office of Science Education. Jeanne earned a B.A. in Biology from Cornell University, a B.F.A. from the San Francisco Art Institute, and an M.S. in Biology Education at the University of Washington, where she is currently pursuing a Ph.D. in Learning Sciences.
Papers	Why Societal Issues Belong in Science Class; and Socratic Seminars in Science Class Fostering Critical Thinking, Reasoning, and Argumentation Skills through Bioethics Education
Areas of Interest	Bioethics education, 9–12 education Socioscientific argumentation Curriculum design Professional development Emerging technologies in biology and their impacts Promoting student understanding of the social nature of science/scientific research

Carol Cleland Department of Philosophy University of Colorado Carol.Cleland (at) colorado.edu
Campus Box 232Boulder, Colorado 80309
Homepage	http://spot.colorado.edu/%7Ecleland/index.html
Carol Cleland, University of Colorado (CU) Boulder. Dr. Cleland is Professor of Philosophy at the University of Colorado. She arrived at CU Boulder in 1986, after having spent a year on a postdoctoral fellowship at Stanford University’s Center for the Study of Language and Information (CSLI). She received her Ph.D. in philosophy from Brown University in 1981 and her B.A. in mathematics from the University of California (Santa Barbara) in 1973. From 1998-2008 she was a member of NASA’s Institute for Astrobiology (NAI). Professor Cleland specializes in Philosophy of Science, Philosophy of Logic, and Metaphysics. Her current research interests are in the areas of scientific methodology, historical science, biology (especially microbiology, origins of life, the nature of life, and astrobiology), and the theory of computation. Cleland’s published work has appeared in leading philosophy and science journals. She is co-editor (with Mark Bedau) of The Nature of Life: Classical and Contemporary Perspectives from Philosophy and Science (Cambridge University Press, 2010) and is currently finishing a book (The Quest for a Universal Theory of Life; Searching for life as we don’t know it), which is under contract with Cambridge University Press.
Papers	Historical science, experimental science, and the scientific method
Areas of Interest	Philosophy of science Historical natural science (especially differences in methodology between historical and experimental science) Biology (especially origins of life, microbiology, and astrobiology)

John Clement U. of Massachusetts, Amherst clement (at) educ.umass.edu
Scientific Reasoning Research InstituteLederle GRT 434, U. of Mass.Amherst, MA 01003
Homepage	http://people.umass.edu/clement/
John Clement is Professor Emeritus in the Scientific Reasoning Research Institute and the School of Education at the University of Massachusetts, Amherst. His earliest research focused on students’ learning difficulties in science and was aimed at convincing science educators that many students retain certain preconceptions that are largely unaffected by traditional instruction. In his current research: (1) he is studying nonformal reasoning methods used by scientifically trained experts to construct new mental models; (2) he is currently PI of an NSF project to document strategies science teachers use to promote productive classroom discussions. He has recently authored the book: Clement, J., (2009). Creative model construction in scientists and students: The role of imagery, analogy, and mental simulation, second edition. Dordrecht: Springer. This monograph presents a theory of imagery based conceptual learning and creativity in science that was developed from a data base of protocols from scientists thinking aloud about explanation problems.
Papers	The Role of Imagistic Simulation in Scientific Thought Experiments Documenting the Use of Expert Scientific Reasoning Processes by High School Physics Students
Areas of Interest	Aspects of creative scientific thinking that are difficult to explain, such as the power of analogies, the use of imagery and physical intuition, and the enigmatic ability to learn from thought experiments Strategies for fostering meaningful classroom discussions that facilitate the growth of scientific models and scientific reasoning A specific interest is that some of the expert protocol studies have given us integrated descriptions of how experts tap both prior knowledge resources (e.g. via analogy) and empirical evidence to engage in model construction cycles. I think we may be able to use simplified forms of these descriptions to help teachers understand student model construction processes. I am also interested in finding historical examples for this purpose.

Michael Clough School of Education Iowa State University mclough (at) iastate.edu
N162C Lagomarcino HallAmes, Iowa 50011-3198
Homepage
Michael P. Clough is an associate professor of science education at Iowa State University where he teaches The Nature of Science and Science Education, Secondary Science Methods I, Secondary Science Methods II, and Restructuring Science Activities. He is the recipient of several awards for his teaching (at both the university and secondary school level), scholarship and service. His scholarship is directed at the nature of science and its implications for science learning, teaching, and teacher education; and the synthesis, criticism, and clarification of extant knowledge and research in science education. He currently serves as president of the International History, Philosophy and Science Teaching (IHPST) organization.
Papers	The Story Behind the Science: Bringing Science and Scientists to Life in Post-Secondary Science Education Learners’ Responses to the Demands of Conceptual Change: Considerations for Effective Nature of Science Instruction
Areas of Interest	Nature of science and its implications for science learning, teaching, and teacher education The synthesis, criticism, and clarification of extant knowledge and research in science education.

Ricardo Coelho Faculty of Sciences University of Lisbon rlc (at) fc.ul.pt
Faculty of Sciences of the University of LisbonCampo Grande C4.3.22Lisbon, N/A 1749-016Portugal
Homepage
Ricardo Lopes Coelho is an assistant professor of History and Philosophy of Science at the Faculty of Sciences of the University of Lisbon, Portugal, since 1997, and a “Privatdozent” at the Technical University of Berlin, Germany, since 2001. In Portugal, he studied piano and composition, philosophy and physics. He did his PhD with a dissertation on Hertz’s Mechanics, 1994 at the Technical University of Berlin and his “Habilitation” in History and Philosophy of Exact Sciences, in 1999, at the same University, with a dissertation on the concept of force from Newton until 1998. He published On the Concept of Force in Mechanics (in German), On the Concept of Energy: history and meaning (in Portuguese), and papers in his field (HPS) in peer-reviewed journals. He was the national coordinator of the HIPST European Project (2008-2010). In 2010-11, he did research at the Boston University Centre for Einstein Studies and the Centre for Philosophy and History of Science. Ricardo has been actively involved in IHPST since 2005. He has published five articles in Science & Education and reviewed three papers in history of physics.
Papers	Could HPS Improve Problem-Solving?
Areas of Interest	Conceptual and experimental history of physics HPS and science teaching Understanding of physical concepts and principles through their history Interpretation of experiments and problem solving strategies

Rainikka Corprew Teachers College Columbia University rc722 (at) columbia.edu
525 West 120th St.New York, New York 10027
Homepage
Rainikka Corprew is a Cognitive Studies in Education Ph.D. student with the Human Development department at Teachers College of Columbia University. Prior to her doctoral studies, she was an Assistant Principal of two public high schools in Bronx, New York. Given her experience as a school administrator, Rainikka’s research goes beyond just looking at the child as the solitary learner, but focuses on the professional development of the educators, as well as the culture of success in the school and community. She is particularly interested in translating the latest cognitive, metacognitive, and conative discoveries of the learning sciences into rigorous, relevant, and robust curricular components and instructional interventions for school-aged youth of urban educational environments.
Areas of Interest	Translating the latest cognitive, metacognitive, and conative discoveries of the learning sciences into rigorous, relevant, and robust curricular components and instructional interventions for school-aged youth of urban educational environments.

Barbara Crawford The University of Georgia barbarac (at) uga.edu
The University of Georgia212 C AderholdAthens, GA 30602
Homepage	http://www.fossilfinders.org
Barbara’s passion is to change the way we teach science in most science classrooms. She earned secondary science teaching certification in the State of Michigan, and taught science (middle and high school biology, chemistry, physics, physical science, life science, and earth science) in public schools for over 16 years. Barbara was recently elected a Fellow of the AAAS. Her previous faculty positions have been at Cornell University, Penn State University, and Oregon State University. The ultimate goal of Barbara’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. Her belief is that one of the most important issues in science education reform is how to move teachers towards an inquiry orientation. An assumption of this work is that teachers cannot change their current practice of teaching science as a rhetoric of facts to teaching science as inquiry, without have a deep understanding of the nature of scientific inquiry. The recent controversy related to teaching evolution in science classrooms underscores the need to rethink the way we prepare science instructors to assist future citizens in building a robust understanding of the nature of science. Barbara’s research examines viable ways to support prospective and practicing teachers in developing knowledge of nature of science, of scientific inquiry and beliefs that teaching about NOS and scientific inquiry is important. The context for professional development is situating teachers in authentic settings, which include both scientific research settings and alternative experiences using learning technologies. This research is contributing towards developing a research-based model of how to move students of all age levels towards the inner circle of science literacy.
Papers	Moving the Essence of Inquiry into the Classroom: Engaging Teachers and Students in Authentic Science Teaching science as a cultural way of knowing: merging authentic inquiry, nature of science, and multicultural strategies
Areas of Interest	Inquiry based science teaching and learning Teacher professional development Evolution education Teacher knowledge of nature of science and inquiry Authentic science Models and modeling

Donald DeRosa Boston University School of Education donder (at) bu.edu
2 Silber WayBoston, MA 02215
Homepage	http://www.bumc.bu.edu/citylab
A former middle and high school science teacher, Don DeRosa is currently a Clinical Assistant Professor of Science Education at Boston University School of Education, Research Assistant Professor of Biochemistry and Director of CityLab at Boston University School of Medicine. CityLab is a biotechnology-learning laboratory for middle and high school students. Since 1992 he has focused on working with content experts to translate fundamental science concepts, particularly in molecular biology and biomedicine, into engaging and effective curriculum supplements for K-12 students and teachers with an emphasis on evidence-based laboratory investigations. He also teaches a science methods course for pre-service elementary undergraduate and graduate students and is co-author of a science methods textbook entitled Teaching Children Science: A Discovery Approach.
Areas of Interest	Understanding how cognitive science informs teaching and learning Preparation and professional development of science teachers

Michael Dettelbach Boston University mdettelb (at) bu.edu
595 Commonwealth Ave, West Entrance, Suite 700Boston, MA 02215
Homepage
Michael Dettelbach is currently Director of Foundation Relations at Boston University and in that capacity has worked extensively with K-12 education, science education and natural and medical sciences and engineering groups at the university during his decade there. He was trained as a historian and philosopher of science and technology (research focus in the history of natural history and exploration, 18th/19th centuries) and taught European and Global History at the college level for several years, and he keeps a foot in the scholarly community through contributed papers and book reviews.
Areas of Interest	Humboldtian Science Relationship between science, society, and state in 18th/19th centuries Natural history Liberal arts education and relationship between sciences and humanities

Dan Dill Department of Physics Boston University (at)
, Boston MA
Homepage

Areas of Interest

Andrew Duffy Department of Physics Boston University aduffy (at) bu.edu
590 Commonwealth Ave.Boston, MA 02215
Homepage
Andrew has taught introductory physics for over 15 years, and has also taught a set of courses for high school physics teachers that incorporate history and philosophy.[Andrew Duffy was awarded the Metcalf Cup and Prize (the highest award for excellence in teaching at Boston University) in Spring 2012. More information can be found in the BU Today article describing the award and Andrew’s work. – added by the organizing committee]
Papers	Teaching Teachers the Conceptual History of Physics
Areas of Interest	Physics, and teaching teachers

Richard Duschl National Science Foundation Penn State rad19 (at) psu.edu
217 ChambersUniversity Park, PA 16802
Homepage
Richard A. Duschl, (Ph.D. 1983 University of Maryland, College Park) is Waterbury Chaired professor of secondary education College of Education, Penn State University. Prior to joining Penn State Richard held the Chair of Science Education at King’s College London and was professor of science education Graduate School of Education, Rutgers University and executive member of the Rutgers Center for Cognitive Studies. He recently served as Chair of the National Research Council research synthesis report Taking Science to School: Learning and Teaching Science in Grades K-8 (National Academies Press, 2007). While at Kings College London Richard was Co-PI the Center for Informal Learning and Schools, one of the NSF Centers for Teaching and Learning. His research focuses on establishing epistemic learning environments and on the role of students’ inquiry and argumentation processes. Richard has twice received the ‘JRST Award’ (1989; 2003) for the outstanding research article published in the Journal of Research in Science Teaching. He also served for more than a decade as editor of the research journal Science Education and editor for TC Press “Ways of Knowing in Science and Math” book series. In November 2012 Richard joined NSF as Director, Division of Research on Learning.
Papers	Two Views About Explicitly Teaching Nature of Science
Areas of Interest	My research has focused on establishing and understanding science learning environments and the role of teachers’ and students’ inquiry, epistemic and argumentation practices. There are 3 strands to this research agenda: (1) How the history and philosophy of science can be applied to science education. Here the agenda is to better understand the social and cognitive dynamics for the growth of knowledge as practices by scientific communities and then applied to making science classrooms inquiry and epistemic communities. To this end, my research is conducted around model-based reasoning and instruction. (2) How the design of extended curriculum and teaching sequences can promote ‘assessment for learning’ instructional models. With NSF support from several grants, this research has led to many new ideas about how formative assessment strategies can help learners and teachers make scientific thinking visible and thereby mediate the development of learning and reasoning. Current research is on data modeling and systems thinking with a focus on learners’ quantitative reasoning strategies. (3) How argumentation and discourse frameworks help promote instruction-assisted development and science learning. An emerging theme of this research is the alignment of curriculum-instruction-assessment in the design of teaching sequences and learning progression. The research examines the development of teaching science as a three-part harmony process attending to conceptual, epistemic and social (critique and communication) learning goals. The goal is the development of learning progressions for middle grades 4 to 9.

Eugenia Etkina Rutgers University Graduate School of Education eugenia.etkina (at) gse.rutgers.edu
10 Seminary PlaceNew Brunswick, New Jersey 08901
Homepage	http://paer.rutgers.edu/pt3
Eugenia Etkina is a professor of Physics Education at Rutgers University
Areas of Interest	Teacher preparation Epistemology of physics

Russell Faux DSRA russell (at) davissquare.net
119 College Avenue, #41Somerville, MA
Homepage	http://davissquare.net
Russell Faux, Ed.D. studied philosophy at the Universities of Chicago and Wisconsin before turning to education and completing his doctorate at Boston University. He taught language and literature for six years at the University of Padua in Italy. After a year as a Spencer Scholar at Stanford University (Lee Shulman, advisor), Dr. Faux returned to Italy as a research consultant for Bolt, Beranek, and Newman. Dr. Faux held senior research positions at TERC and Riverdeep Interactive (perhaps best known for the Carmen Sandiego software) before starting educational evaluation firm Davis Square Research Associates in 2001. He has studied with advanced social network analysis with Steve Borgatti at the University of Kentucky and holds a graduate faculty appointment in Engineering Education at Purdue University. His work encompasses qualitative and quantitative methods, including grounded theory, instrument development and validation, quantitative modeling, and social network analysis. DSRA clients have included the National Science Foundation, the National Institutes of Health, the University of Maine, Tufts University, the Boston Museum of Science, Boston University, the University of Massachusetts, the U.S. Department of Education, Houghton Mifflin, Verizon, and the Corporation for Public Broadcasting.
Areas of Interest	Evaluation Social network analysis

Patrick Forber Department of Philosophy Tufts University patrick.forber (at) tufts.edu
14 Upper Campus Rd.Philosophy, Miner Hall, Tufts UniversityMedford, MA 02155
Homepage	http://pforber.squarespace.com/
Patrick Forber spends most his research time thinking and writing about biology and philosophy. He has an interest in understanding confirmation, explanation, and idealization in science, especially in evolutionary biology and ecology. His dissertation, The Traces of Change: Evidence in Evolutionary Biology, attempts to sketch a “big picture” of how testing and evidential reasoning work in these disciplines. Fascinated by the biological world, he spends his free time wandering the mountains, deserts, and oceans from here to Australia.He holds a M.S. in Biological Sciences and a Ph.D. in Philosophy from Stanford University, though a significant amount of dissertation work occurred during the time spent visiting the Philosophy Program in the Research School of Social Sciences at the Australian National University. He also holds a B.S. in General Biology and a B.A. in Philosophy from John Muir College at the University of California, San Diego.
Areas of Interest	My research aims to identify and evaluate the standards of evidence in science. While scientists generally know good evidence when they see it, articulating the evaluative standards is a more difficult task, one that benefits from a philosophical perspective. Hence I ask classic questions about what makes good evidence good, and how we should compare different sources of evidential support. I do not, however, pursue the classic answers to these questions. The classic approach to evidence in philosophy of science, confirmation theory, fails to make sufficient contact with scientific practice. I seek to bridge the gap between confirmation theory and science by engaging the technical details of science and drawing upon recent history of science to provide more informative normative standards. I work primarily with evolutionary biology, especially molecular evolution, and I carry out my research program in my core articles by articulating different facets of the nature of evidence and confirmation in evolutionary biology, and disentangling evolutionary process from the patterns of descent.Areas of specialization: philosophy of biology, philosophy of science (confirmation, explanation, causation, and scientific change) and philosophy of probability.Areas of competence: evolutionary biology (molecular evolution), history of biology, British empiricism, existentialism and Nietzsche.

Michael Ford School of Education University of Pittsburgh mjford (at) pitt.edu
5525 Posvar HallUniversity of PittsburghPittsburgh, PA 15260
Homepage
Michael has a PhD in educational psychology, with a focus on design of classroom activities and learning. He is an experienced secondary teacher in both physics and mathematics. His research focuses on forms of active learning in science, in particular activities that are designed to mimic key scientific practices. This research has studied what students learn from engaging in such activities, as well as what teachers need to know to teach these. Results from this research have been published in journals such as Cognition and Instruction, Journal of the Learning Sciences, Science Education, and Cambridge Journal of Education. Dr. Ford serves on the editorial boards of Review of Educational Research and Science & Education. He is currently an editor for the section on learning in Science Education.
Papers	A Dialogic Account of Sense-Making in Scientific Argumentation and Reasoning Disciplinary Authority and Accountability in Scientific Practice and Learning
Areas of Interest	Classroom research Learning sciences Scientific literacy

Jacob Foster MA Department of Education jfoster (at) doe.mass.edu
75 Pleasant StMalden, MA 02148
Homepage
Jacob Foster is the Director of Science and Technology/Engineering at the Massachusetts Department of Elementary and Secondary Education. In this role he oversees the state’s science and technology/engineering standards and curriculum framework, state-funded professional development opportunities and support for districts. He is active in the implementation of the state’s Race to the Top grant, USED Math and Science Partnership program, and is a member of the Operations Board for the Governor’s STEM Advisory Council. Jacob has been a member of a design team for the National Research Council’s Conceptual Framework for New Science Standards and is on the writing team for the Next Generation Science Standards being facilitated by Achieve, Inc. Previously Jacob has worked with the Coalition of Essential Schools on school reform and first started at the Department conducting school reviews as part of the state accountability system. He has taught various high school physical and earth sciences as well as served as a middle school science coach and science teacher educator.
Areas of Interest	Education policy Standards, curriculum and assessment Teacher education

Craig Fox Philosophy University of Western Ontario cfox49 (at) uwo.ca
486 Platt’s LaneLondon, Ontario N6G 5E4Canada
Homepage
Craig is currently a graduate student in philosophy of Western University (Canada). He completed his MA in Philosophy at Tufts University (May, 2012) and his BS in Chemistry at UCLA (1997). After completing his BS, Craig taught chemistry and biology at a large urban high school in southern California for eight years. While there he worked with both the district and the county office of education to align current chemistry and biology curricula with the state science frameworks. In philosophy, his interests are in philosophy of science, especially Newton’s concept of mass and the foundations of Newtonian space-time, and the nature of evidence and confirmation in geochemistry and geophysics, especially the ongoing effort to understand the emergence of a habitable Earth.
Areas of Interest	Nature of evidence and confirmation in geochemistry and geophysics, especially in the effort to understand the emergence of the habitable Earth Event-reconstruction science Newton’s concepts of mass and motive centripetal force Newton’s concepts of space and time

Luciana Garbayo University of Texas at El Paso lsgarbayo (at) utep.edu
Philosophy Department at University of Texas at El Paso (UTEP)500 University RoadWorrell Hall, Office 102, El Paso TX
Homepage
Luciana is an assistant professor of philosophy at the University of Texas at El Paso. She holds an MD (UFRJ) and a PhD (in Philosophy at BU, under Jaakko Hintikka). Luciana has taught and researched (under Prof. Peter Garik and Prof. Dan Dill) on the the conceptual learning of physics and chemistry, and further, on the introduction of philosophy at large in the teaching and learning of the biological and biomedical sciences, with the introduction of ethics. She is a member of the A-Prime TIME team at the University of Texas System looking for changing the pre-med curriculum, with the use of HPS and critical reasoning tools.
Papers	Teaching Teachers the Conceptual History of Physics
Areas of Interest	Uses of epistemology, ethics and metaphysics in the learning and teaching of the sciences

Peter Garik School of Education Boston University garik (at) bu.edu
Two Silber WayBoston, MA 02215
Homepage	http://quantumconcepts.bu.edu
Peter Garik is Clinical Associate Professor of Science Education in the School of Education at Boston University. His doctorate is in theoretical condensed matter physics from Cornell University (1981). Since 1990 he has been engaged in the development of educational materials for high school students and undergraduates; professional development of physics teachers; and, professional development in science of K-8 teachers. For the professional development of physics teachers, I helped develop materials to teach the conceptual history of physics. From this arose my interest in the use of the history and philosophy of science for education, and developing research to measure the impact on teachers’ classroom use of such materials.
Papers	Teaching Teachers the Conceptual History of Physics
Areas of Interest	Professional development of science teachers Physical science education K-14 History and philosophy of science

Stacey Goguen Philosophy Department Boston University slgoguen (at) bu.edu
, MA
Homepage	http://bu.academia.edu/StaceyGoguen
Ms. Goguen is a graduate student in the philosophy department at Boston University, where she is working towards her PhD. She is also a teaching assistant for BU’s ITOP program.
Areas of Interest	Philosophy of science Implicit bias, and stereotype threat Philosophy of race and gender

Bennett Goldberg Boston University goldberg (at) bu.edu
8 Saint Mary’s St Photonics CenterBoston, MA 02215
Homepage	http://ultra.bu.edu/
Bennett B Goldberg is a Professor of Physics, with joint appointments in Biomedical and Electrical and Computer Engineering. He is the founder and director of the Center for Nanoscience and Nanobiotechnology and former chair of the Department of Physics. At the Center, he directs the Boston University Nanomedicine Program. Goldberg received a B.A from Harvard College in 1982, an M.S. and Ph.D. in Physics from Brown University in 1984 and 1987. Following a Bantrell Post-doc at MIT and the Francis Bitter National Magnet Lab, he joined the physics faculty at Boston University in 1989. Goldberg is a Fellow of the American Physical Society, has been awarded a Sloan Foundation Fellowship and is a recipient of the Presidential Young Investigators Award. Current research and training interests include nanomedicine and nano-optics and sensing in semiconducting and biological systems. He has also been active in developing Studio Physics and other educational innovations in Physics
Areas of Interest	Physics Education Research

Mark Greenman Department of Physics Boston University greenman (at) bu.edu
868 Humphrey StreetSwampscott, MA 01907
Homepage	http://mhs.marbleheadschools.org/teachers/page/greenman/Prof_Development
Mark D. Greenman recently joined the Boston University (BU) physics department as Teacher in Residence for the BU PhysTEC program. Mark is also working with the BU School of Education and physics department supporting the implementation of a new NSF Robert Noyce Teacher Scholarship grant, and through an APS PAIRS grant he is mentoring and coaching physics teachers at English high school a high needs school within the Boston public school system.Mark has recently served for 2-years as an Albert Einstein Distinguished Educator Fellow at the National Science Foundation within the Division of Undergraduate Education (2009-2011). He is a recipient of the Presidential Award for Excellence in Mathematics and Science Teaching, the American Association of Physics Teachers (AAPT) Paul W. Zitzewitz Award for Excellence in Pre-College Physics Teaching, the Massachusetts’ Council for Technology Education Path Finder Award, the Massachusetts Association of Science Teachers (MAST) Teacher of the Year Award from Essex county, an inductee into the Massachusetts Hall of Fame for Science Educators, and profiled in the Salem News “North Shore 100: Local Leaders Making a Difference in Our Future.”
Areas of Interest	Physical Science Professional Development

Nicholas Gross Boston University gross (at) bu.edu
19 Walden St.Cambridge, MA 02140
Homepage
Nick has been working on science education projects for over a decade. His experience has been in curriculum development and delivery using the latest education and science research. Relevant to this conference, Nick has been involved in the delivery of professional development graduate courses for in-service physics teachers that integrates the physics they need with conceptual history and physics education research.
Papers	Teaching Teachers the Conceptual History of Physics
Areas of Interest	Delivery of professional development Student misconceptions Curriculum development and evaluation Conceptual history

Tina Grotzer Harvard Graduate School of Education Tina_Grotzer (at) harvard.edu
Project Zero, 20 University RoadCambridge, MA 02138
Homepage	http://www.gse.harvard.edu/directory/faculty/faculty-detail/?fc=562&flt=g&sub=all
Tina Grotzer is an associate professor of education at the Harvard Graduate School of Education, a principal investigator at Harvard Project Zero, and a faculty member at the Center for Health and the Global Environment at Harvard School of Public Health. She directs the Understandings of Consequence Research Unit. There are four research strands: 1) How reasoning about causal complexity interacts with our decisions in the everyday world; 2) How causal understanding develops in supported contexts; 3) How causal understanding interacts with science learning (with the goal of developing curriculum to support deep understanding); and 4) the public understanding of science given the nature of science, the nature of causal complexity and the architecture of the human mind. She received a Career Award from NSF in 2009 to enable her to extend this inquiry in new directions and in 2011, she received a Presidential Early Career Award for Scientists and Engineers. Tina is also co-PI with Chris Dede on the EcoMUVE and EcoMOBILE Projects, funded by the Institute of Education Sciences (IES) and NSF, respectively. In July 2012, she published a book entitled, Learning Causality in a Complex World (Rowman Littlefield).
Papers	Perceptual, Attentional, and Cognitive Heuristics that Interact with the NoS to Complicate Public Understanding of Science
Areas of Interest	Public understanding of the nature of science Causal complexity Ecosystems science and climate change concepts

Andrew Hamilton University of Houston ahamilton (at) uh.edu
208 E. CullenHouston, TX 77204-2037
Homepage
Andrew recently moved from the School of Life Sciences at Arizona State to Academic Affairs at the University of Houston. He has been teaching history and nature of science as part of introductory biology courses for several years. How and what to do with this work is now under reconsideration as Andrew collaborates on a ‘flipped’ version of his course that will minimize lecture and emphasize active learning.
Papers	Rethinking the Lecture: Teaching and Learning at Scale
Areas of Interest	Philosophy of biology Biological systematics First year experience Faculty development Public higher education

Gerald Holton Harvard University holton (at) physics.harvard.edu
Jefferson Physics Laboratory, Harvard University17 Oxford StreetCambridge, MA 02138
Homepage	http://www.physics.harvard.edu/people/facpages/holton.html
Author and coauthor of publications, including several textbooks, in physical science that introduced the history and aspects of the philosophy of science as vital parts of the educational experience, starting with his text, Introduction to Concepts and Theories in Physical Science (1952, now in edition revised with Stephen Brush). The same structure and sequence of ideas was used for the national curriculum development, the Project Physics Course (now available online), that brought history and philosophy into high schools in the USA and, by adaptations, in many languages in other countries.
Areas of Interest	History and philosophy of science Physics of matter at high pressure Study of career paths of young scientists

Dietmar Höttecke University of Hamburg dietmar.hoettecke (at) uni-hamburg.de
Von-Melle-Park 8Faculty EPBHamburg, Hamburg 20146Germany
Homepage	http://www.nawidid.uni-hamburg.de
Dietmar Höttecke is a professor for physics education at the University of Hamburg, Germany. He earned his PhD in physics education and history of physics from the University of Oldenburg in 2001 and is trained as a teacher for physics and German language and literature.
Papers	Why Implementing History and Philosophy in School Science Education is a Challenge: An Analysis of Obstacles Implementing History and Philosophy in Science Teaching: Strategies, Methods, Results and Experiences from the European HIPST Project
Areas of Interest	Applications of history and philosophy of science in science teaching, Nature of science in science education Judgment and decision-making in socio-scientific issues Education for sustainable development Science teachers’ professional development

Eric Howe Education Department Assumption College emhowe (at) assumption.edu
500 Salisbury StreetEducation DepartmentWorcester, MA 01609
Homepage
Eric M. Howe has earned a B.S. in molecular biology from the University of Colorado (1989), an M.B.A. from Indiana University (1992), an M.A.T. in biology from Colgate University (1999), and a Ph.D. in science education from Western Michigan University (2004). His primary interests center developing, teaching, and researching the efficacy of lessons that incorporate the history and philosophy of science with an emphasis on improving students’ nature of science perspectives.
Papers	Assessing the Impact of a Historically Based Unit on Preservice Teachers Views on NOS
Areas of Interest	The instrumental use of the HPS to develop contextual “problems” that explicitly/reflectively invite students to consider relevant aspects of nature of science.

Thomas Hunt Boston University School of Education tomh (at) bu.edu
Two Silber WayBoston, MA 02215
Homepage
Tom is a doctoral student in curriculum and teaching, science education. He holds a Sc.M. in engineering from Brown University, and a B.S. in electrical engineering from Worcester Polytechnic Institute. Before embarking on a career change to education, he worked as an engineer on projects ranging from the AIRS package on NASA’s Aqua platform to creating an interface for clothes washers and dryers to be accessed via the internet. Many of his past positions also included creating training programs for new technology for in-house engineers and end customers.
Areas of Interest	Professional development of science teachers Science education K-8 and 13-14 Development of mental models

Melissa Jacquart Philosophy Dept Rotman Institute University of Western Ontario mjacquar (at) uwo.ca
Stevenson HallDepartment of Philosophy – Western UniversityLondon, ON N6A 5B8Canada
Homepage	http://www.melissajacquart.com
Melissa Jacquart is currently a PhD student in the philosophy department and in the Rotman Institute of Philosophy at Western University, Canada, where she also received her master’s degree in philosophy. Before attending Western University, she worked as a science assistant for the National Science Foundation (NSF) for the Science, Technology, and Society (STS) program, the Methodology, Measurement, and Statistics (MMS) program, and the Ethics Education in Science and Engineering (EESE) program. She received her bachelor’s degree from the University of Wisconsin-Madison, majoring in astronomy, philosophy, and physics. Her research interests are in philosophy of science, particularly the philosophy of physics and cosmology, ethics & values in science, and philosophy education.
Areas of Interest	Philosophy of Science History and Philosophy of Physics HPS & Science Teaching Ethics & Values in Science

Manher Jariwala Dept. of Physics Boston University manher (at) bu.edu
590 Commonwealth AvenueDepartment of PhysicsBoston, MA 02215
Homepage
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Areas of Interest	.

Kim Kastens Learning & Teaching Division EDC kkastens (at) edc.org
43 Foundry AveWaltham, MA 02453
Homepage
Kim Kastens leads the science education efforts in the Science & Math Programs of EDC’s Learning & Teaching Division. Before coming to EDC, she spent 31 years as a researcher and professor at the Lamont-Doherty Earth Observatory of Columbia University. Her training and early career were in marine geology, focusing on the geological evolution of the Mediterranean region, and the structure and tectonics of transform faults. Beginning in the mid-1990’s, Kastens shifted her focus towards improving the public’s understanding of the Earth and environment, through training of environmental journalists, development of instructional materials, professional development for teachers, innovative use of information technology, and science of learning research. Her educational efforts have included the developing the Where are We? software to help children learn to read maps, developing Data Puzzles to foster use of authentic geoscience data in high schools, and designing a series of professional development workshops to enhance the spatial thinking of high school Earth Science teachers and students. Her research on learning projects have investigated how children use maps while navigating, how climate forecast maps and bathymetric maps are understood by their target audiences, how high school Earth Science students learn from physical models, and how people visualize a three-dimensional geological structure from the limited information available from outcrops. She recently lead a multidisciplinary effort to create a “Synthesis of Research on Thinking & Learning in the Geosciences,” published as a Special Publication of the Geological Society of America. Kastens holds a bachelor’s degree in Geology & Geophysics from Yale University, and a PhD in Oceanography from Scripps Institution of Oceanography, University of California at San Diego.
Papers	How Geoscientists Think and Learn
Areas of Interest	Earth & Environmental Science History and philosophy of geosciences Science education research How people make inferences from observations Spatial reasoning

Frank Keil Psychology Yale University frank.keil (at) yale.edu
2 Hillhouse Ave.Yale UniversityNew Haven, CT 06520
Homepage	http://cogdevlab.sites.yale.edu
Frank Keil is the Charles C. and Dorathea S. Dilley Professor of Psychology Psychology and Linguistics at Yale University. He received a B.S. degree in Biology from MIT (1973), a M.A. in Psychology from Stanford (1975), and a Ph.D. in Psychology from the University of Pennsylvania(1977). His current research focuses on how children and adults construe the world as being organized into theory-like domains even as their explicit knowledge of such theories is highly skeletal and fragmentary. This focus leads to more specific questions about illusions of explanatory understanding, the nature of conceptual change, ways of evaluating experts and expertise, and notions of the division of cognitive labor.
Papers	The Feasbility of Folk Science
Areas of Interest	Explanation and understanding Cognitive development Conceptual change Science education and science literacy Causal cognition

Anthony E Kelly George Mason University akelly1 (at) gmu.edu
George Mason University4400 University DrFairfax, VA 22030
Homepage	http://cehd.gmu.edu/people/faculty/akelly1/
Stanford PhD in educational psychology with a minor in psychology. Assistant to associate professor at Rutgers University. Program officer rotation at NSF (1997-2000), while at Rutgers. Full Professor at George Mason University 2000 – present. Program officer at NSF 2005-2006. Fulbright Scholar 2009-2010. Rotation to US Department of Education, Spring 2012.
Areas of Interest	Research methodology development Standards of evidence Foundations of research claims Innovations in education and education research

Gregory Kelly Penn State University gkelly (at) psu.edu
241 Chambers BuildingCollege of EducationUniversity Park, PA 16802
Homepage	http://www.ed.psu.edu/education/default.asp?which=465
Greg Kelly is Associate Dean for Research, Outreach, and Technology in the College of Education at Penn State University. He was a physics and mathematics teacher and served for four years as a Peace Corps Volunteer in Togo. His research explores issues of knowledge and discourse in science education settings. Recent studies have examined uses of argumentation analysis for assessing evidence and consideration of epistemic practices in science learning. He serves as the past Editor for the journal Science Education. Greg teaches courses on teaching and learning science in secondary schools and uses of history, philosophy, sociology of science in science education.
Papers	Inquiry teaching and learning: Philosophical considerations
Areas of Interest	Discourse studies in science education Sociology of science Science studies Science learning

David Klahr Dept of Psychology Carnegie-Mellon klahr (at) cmu.edu
1212 Heberton StreetPittsburgh, PA 152061
Homepage	http://www.psy.cmu.edu/~klahr
David Klahr is the Walter van Dyke Bingham Professor of Cognitive Development and Education Sciences at Carnegie Mellon University, Director of CMU’s Program in Interdisciplinary Education Research, and the Education Director of the Pittsburgh Science of Learning Center. He received his undergraduate degree is in Electrical Engineering (MIT ’60) and his Ph.D is from CMU’s Graduate School of Industrial Administration in Organizations and Social Behavior. His current research focuses on the thinking processes that support children’s understanding of the fundamental principles underlying scientific thinking. The specific question he has been addressing recently is the extent to which children learn more from highly directed, carefully scripted, instruction about scientific procedures, compared to more open-ended “discovery” methods of science instruction. As part of this project, he has been developing a computer-based “intelligent tutor” to teach children about the basics of experimental design. He has published over 100 journal articles and several books on children’s thinking, problem solving, scientific reasoning and the relation between cognition and instruction. In recent years he has served on three different committees of the National Academy of Science: the Committee on the Foundations of Assessment, the Committee on Research in Education, and the Committee on Science Learning, Kindergarten through Eighth Grade. In 2007 he was elected to the National Academy of Education.
Areas of Interest	Cognitive development Early science instruction Assessments of ‘inquiry approaches’ to science education Operational definitions of instructional procedures

Meredith Knight School of Education Boston University mtknight (at) bu.edu
Two Silber WayBoston, MA 02215
Homepage
Ms. Knight has a bachelors in chemistry from Cornell University (1996), a masters from Tufts University in science education (2005) and is currently a doctoral student at Boston University’s School of Education. She has twelve years of experience in program evaluation, program management, and designing and implementing education outreach programs. Her main research focus is determining the effectiveness of active learning strategies in college level science courses with attention to measurable outcomes such as grades. She is also actively investigating the impact of early scientific research experiences and research-based courses on college science majors. Additionally, she has an interest in research methodology, specifically, optimizing the design of self-report surveys and interviews based on the broad foundation of existing knowledge and research in those areas.
Areas of Interest	Research methodology Surveys Interviews Linking learning outcomes to programs

Elizabeth Lillis Love Milton Academy Elizabeth_Lillis (at) milton.edu
Milton Academy170 Centre StreetMilton, MA 02186
Homepage
Elizabeth has been teaching high school Biology for 13 years, at different levels and in various schools in MA and MD. She also taught a range of life science electives in that time. For several years she has been teaching a senior-junior course that integrates current issues in science and ethical and social dilemmas related to these topics, with the aim of increasing scientific literacy and creating more informed citizens. Elizabeth enjoys the disciplinary nature of this course and the enthusiasm with which students engage in debate.
Areas of Interest	Bioethics Current science High school teaching

Xiaodong Lin-Siegler Teachers College Columbia University xlin (at) tc.columbia.edu
525 West 120th St.New York, NY 10027
Homepage	http://www.tc.columbia.edu/news.htm?articleID=8674
Xiaodong Lin-Siegler is a faculty member at Teachers College, Columbia University. Her research explores how different types of social and cultural knowledge influence students’ problem solving and motivation to learn STEM. These questions place her research at the interface of culture, cognition, motivation, and technology. For instance, she has examined how students’ understanding of other people, cultures, and the requirements of success can impact their motivation to learn STEM (Hong & Lin-Siegler, 2011; Lin & Bransford, 2010; Lin, Siegler & Sullivan, 2010). Rather than trying to increase students’ motivation by improving the appeal of instructional activities or other external features of the learning environment, she tries to increase students’ intrinsic motivation to learn STEM by changing their interpretation of classroom cultural norms and their places in the classroom. Her work shows that altering students’ understanding of school goals and what it takes to succeed in STEM career leads to cascading improvements in motivation and performance. She has received a number of awards during her academic career, including Carnegie Scholar; American Educational Research Association Early Career Award and AERA outstanding research award. In collaboration with Dr. Carol Dweck (Stanford University), Xiaodong has just received a large empirical NSF REESE grant to study how understanding the history of scientists motivate students’ STEM learning. See the web site: http://www.tc.columbia.edu/news.htm?articleID=8674
Papers	How Learning About Scientists’ Struggles Influences Students’ Interest and Learning in Physics
Areas of Interest	Motivation & metacognition Brain science STEM learning History of scientists Story as motivation source Technology and media for STEM learning

Carol Lund Masconomet Regional High School clund (at) masconomet.org
20 Endicott RoadTopsfield, Massachusetts 01983
Homepage	https://sites.google.com/site/mslundschemistrypage/
Carol is a high school science teacher with eighteen years of experience. She has taught all levels of chemistry including AP Chemistry and was inducted into the Aula Laudis Society for Excellence in Chemistry Teaching by the American Chemical Society in 2011. She earned her B.S. and M.S. from U.C.L.A., her J.D. from the University of Southern California, and her M.Ed. from Harvard University.
Areas of Interest	Incorporating the History of Science into the curriculum through original experiments Using computer simulations to supplement and enhance the laboratory experience

Gregory Macklem History of Science Society University of Notre Dame greg (at) hssonline.org
440 Geddes HallNotre Dame, IN 46556
Homepage
Gregory L. Macklem is the Society Coordinator for the History of Science Society and a graduate student in the Program in the History and Philosophy of Science at the University of Notre Dame. His research interests include the history of mathematics and science education and the utilization of history and philosophy of science to enhance and improve K-12 science education. He has also spent nine years in the high school classroom, teaching mathematics and science. He is a former Lilly Teacher Creativity Fellow and Milken National Educator Award recipient.
Areas of Interest	Historical episodes and their use in teaching science Scientific epistemology as presented in the classrooom 5-12 science education and classroom teaching

Michael Marder UT Austin marder (at) mail.utexas.edu
PAI 4.021 University StationAustin, TX 78712
Homepage	http://uteach.org
Michael Marder is a physicist who specializes in the mechanics of solids, particularly the fracture of brittle materials. He has recently developed numerical methods allowing fracture computations on the atomic scale to be compared directly with laboratory experiments on a macroscopic scale. . He has published a graduate textbook on condensed matter physics which is now in its second edition, and an undergraduate textbook on research methods for science. As Associate Dean for Science and Mathematics Education in the College of Natural Sciences, Michael Marder is co-founder and co-director of UTeach, the University program for preparation of secondary math and science teachers, is working to introduce inquiry techniques into undergraduate teaching, and directs programs aimed at improving science education in Austin elementary schools.
Areas of Interest	Can science be taught? Does STEM exist? Can universities change? What is evidence? What is good teaching?

Michael Matthews School of Education University of New South Wales m.matthews (at) unsw.edu.au
School of EducationUniversity of New South WalesSydney, NSW 2052Australia
Homepage
Michael R. Matthews is an associate professor in the School of Education at the University of New South Wales. He has degrees in Geology, Psychology, Philosophy, History and Philosophy of Science, and Education. His PhD in philosophy of education is from UNSW.He is Foundation and continuing editor of the journal Science & Education: Contributions from the History and Philosophy of Science.His books include The Marxist Theory of Schooling: A Study of Epistemology and Education (Humanities Press 1980); Science Teaching: The Role of History and Philosophy of Science (Routledge 1994); Challenging New Zealand Science Education (Dunmore Press 1995); and Time for Science Education: How Teaching the History and Philosophy of Pendulum Motion can Improve Science Literacy (Plenum Publishers 2000).His edited books include The Scientific Background to Modern Philosophy (Hackett 1989); History, Philosophy and Science Teaching: Selected Readings (Teachers College Press 1991); Constructivism in Science Education: A Philosophical Examination (Kluwer Academic Publishers 1998); Science Education and Culture (Kluwer Academic Publishers 2001, with F. Bevilacqua and E. Giannetto); and The Pendulum: Scientific, Historical, Philosophical and Educational Perspectives (Springer 2005, with A. Stinner and C.F. Gauld); Science, Worldviews and Education (Springer 2009). He is currently editing the two-volume 80-chapter Springer Handbook of Historical and Philosophical Research in Science Education which will be published in 2013.
Papers	Changing the Focus: From Nature of Science to Features of Science
Areas of Interest	Philosophy of science History of science HPS and science teaching

Katherine McNeill Boston College kmcneill (at) bc.edu
Boston College, Campion Hall, Room 122140 Commonwealth AvenueChestnut Hill, MA 02467
Homepage	http://www.katherinelmcneill.com/
Katherine L. McNeill is an Associate Professor of science education at Boston College. A former middle school science teacher, she received her doctorate in science education from the University of Michigan. Her research focuses on two overlapping areas: 1. Scientific explanations and arguments; and 2. Science curriculum design and implementation. Through the generous funding of the National Science Foundation (NSF) and the Carnegie Corporation of NY, she has worked on a number of projects focused on the design of middle school and high school science curriculum developed to support scientific inquiry practices. Currently, she is working with colleagues at the Lawrence Hall of Science to design and research a digital middle school science curriculum that provides teachers with multimedia educative supports for argumentation.
Areas of Interest	Scientific argumentation Curriculum design Professional development

David Meltzer Arizona State University david.meltzer (at) asu.edu
Arizona State University7271 E. Sonoran Arroyo MallMesa, Arizona 85212
Homepage	http://www.physicseducation.net/
David E. Meltzer received a Ph.D. in theoretical condensed matter physics from SUNY Stony Brook in 1985, and went on to complete six years of post-doctoral work at the University of Tennessee and the University of Florida. He then joined the faculty at Southeastern Louisiana University in Hammond and turned his focus to physics education research, moving to Iowa State University in 1998. From 1998 to 2005 he was the director of the Iowa State University Physics Education Research Group. He later taught at the University of Washington in Seattle, and joined the faculty at Arizona State University in 2008. He has also regularly taught middle-school science classes since 2007. Since 1992 his primary work has been in physics education research and curriculum development. He is a consultant to the American Physical Society and the Physics Teacher Education Coalition (PhysTEC), and Senior Consultant to the National Task Force on Teacher Education in Physics.
Papers	Active-Learning Instruction in Physics
Areas of Interest	Physics education research Middle school science instruction and curriculum development History of physics education

David Meshoulam School of Education University of Wisconsin-Madison meshoulam (at) wisc.edu
49 Oliver StreetWatertown, MA 02472
Homepage
David Meshoulam is a doctoral student at the University of Wisconsin-Madison in the department of Curriculum & Instruction. His research focuses on the use of history of science as a tool to teach K-12 science. Specifically, his dissertation traces the history of Harvard Project Physics, a NSF- and OE-sponsored high-school physics curriculum developed in the 1960s. The history of HPP reveals the conflicting epistemological and professional commitments that undergirded science education reforms of the era. His is also teaching physics at Newton North High School in Newton, MA.
Areas of Interest	History of science education History of science History of science in science education

Meghan Moriarty Boston University megmor (at) bu.edu
2 Silber WayBoston, MA 02215
Homepage
Ms. Moriarty has a bachelors from Brown University (1999), a masters from Boston University in science education (2005) and is currently a doctoral student at Boston University’s School of Education. Her interests include assessing the use of informal and out of school science learning experiences with attention to teachers’ and students’ understanding of the nature of science. Currently, she is investigating the role of scientific research experiences and research-based careers on science teachers’ understanding of the nature of science and teaching the nature of science. While completing her coursework, Meghan managed the high school education programs at the Museum of Science, Boston and was Assistant Director of CityLab at Boston University School of Medicine, a biotechnology-learning laboratory for middle and high school students. She is an experienced high school biology teacher.
Areas of Interest	Informal science education The use of the nature of science in the learning and teaching of science Teacher education Public understanding of the nature of science Scientific literacy

Patrick Morris Menagerie Theatre Company patrick (at) menagerie.uk.com
The Studio, Citylife HouseSturton StreetCambridge, Cambridgeshire CB1 2QFUnited Kingdom
Homepage	http://www.menagerietheatre.co.uk
Patrick Morris is co-founder and Associate Artistic Director of Menagerie Theatre Company in Cambridge, UK. As well as directing and performing in many of their productions, Patrick runs Menagerie’s Ideas in Performance programme. This involves collaborations with university academics to use theatre as a tool for public engagement of academic research, particularly in the area of History of Science. Recent projects include Re:Design (about Charles Darwin and Asa Gray) and Let Newton Be! (about Isaac Newton). He is currently developing The Altruists, a brand new play about evolutionary biologists George Price, Bill Hamilton and John Maynard Smith for production in 2014.
Areas of Interest	Public engagement of ideas Using theatre & drama as a tool for dissemination of research questions and findings

Pendred Noyce Noyce Foundation Tumblehome Learning pnoyce (at) noycefdn.org
201 Newton StreetWeston, MA 02493
Homepage	http://www.tumblehomelearning.com
Pendred Noyce is a physician, educator, and children’s author dedicated to science education. In 1992, she helped establish the Noyce Foundation in memory of her father, Robert Noyce, co-inventor of the integrated circuit (computer chip) and founder of Intel. The foundation supports math and science education for K-12 students. During nine years helping to lead a statewide math/science improvement effort in Massachusetts, Penny worked on standards, assessment, partnerships, teacher training, and parent involvement. Penny’s published writing includes a 2011 book she co-edited for Harvard Education Press on formative assessment, as well as the award-winning middle-grade Lexicon Adventure series from Scarletta Press. In 2011 she founded Tumblehome Learning, a company devoted to inspiring kids in science and engineering through hands-on activities and adventure tales that include fictional visits to seminal scientists of the past
Areas of Interest	Incorporating history and methods of science into middle-grade fiction Informal science education Medicine

Willie Pearson School of History, Technology & Society Georgia Institute of Technology willie.pearsonjr (at) hts.gatech.edu
221 Bobby Dodd WayAtlanta, GA 30332-0225
Homepage	http://www.hts.gatech.edu/people/faculty/pearson
Willie Pearson, Jr. is Professor of Sociology, School of History, Technology, and Society, Georgia Institute of Technology. Prior to joining the faculty at Georgia Tech as Chair, School of History, Technology and Society in July 2001, he held a distinguished appointment as Wake Forest Professor of Sociology at Wake Forest University and Adjunct in Medical Education at Wake Forest University School of Medicine. Dr. Pearson received his Ph.D. in sociology from Southern Illinois University at Carbondale in 1981. He has held postdoctoral fellowships at the Educational Testing Services (ETS) and the Office of Technology Assessment (OTA), Congress of the United States. In 1993, he received Southern Illinois University’s College of Liberal Arts’ Alumni Achievement Award. In 1999, Dr. Pearson was selected as one of Quality Education for Minorities in Mathematics, Science, and Engineering (QEM/MSE) Network’s Giants in Science. In 2001, he was elected a National Associate (life-time appointment) of the National Academy of Sciences. From 2001 to 2002, he served as a Sigma Xi Distinguished Lecturer. In 2005, Dr. Pearson was elected as an American Association for the Advancement of Sciences (AAAS) Fellow. In 2010, he was appointed by President Barack Obama to the Board of Advisors to the White House Initiative on Historically Black Colleges and Universities.
Areas of Interest	Science and technology policy Science and technology workforce—especially doctoral Underrepresented groups

David Rudge Biological Sciences Western Michigan University david.rudge (at) wmich.edu
3134 Wood HallM.S. 5410Kalamazoo, Michigan 49008-5410
Homepage	http://homepages.wmich.edu/~rudged
David W. Rudge, M.S. M.A. Ph.D. (HPS, University of Pittsburgh) is an associate professor in the Department of Biological Sciences and the Mallinson Institute for Science Education at Western Michigan University. He is currently past president of the International History, Philosophy and Science Teaching Group (IHPST). He has written extensively on how H.B.D. Kettlewell’s classic investigations on the phenomenon of industrial melanism can be used to promote the teaching and learning of and about science.
Papers	Assessing the Impact of a Historically Based Unit on Preservice Teachers Views on NOS
Areas of Interest	Assessment of the use of HPS in the science classroom

Dimitri Seroglou Aristotle University of Thessaloniki (at)
Thessaloniki, Thessaloniki 54124Greece
Homepage

Areas of Interest

Fanny Seroglou Aristotle University of Thessaloniki seroglou (at) eled.auth.gr
School of Primary Education – Aristotle University of ThessalonikiUniversity Campus – Tower of EducationThessaloniki, Thessaloniki 54124Greece
Homepage	http://users.auth.gr/seroglou
Fanny Seroglou is an assistant professor in the School of Primary Education at the Faculty of Education in the Aristotle University of Thessaloniki, Greece. She holds a degree in physics, a PhD in science education concerning the contribution of history of science to instructional material design, and was a post-doc on teacher training in scientific literacy. Fanny has designed and has been teaching undergraduate and postgraduate level courses such as Science for Citizenship, Science and Culture in Education, and Science Education. Her research interests focus on: a) The contribution of history and philosophy of science in science education (awarded the Volta Medal from the IHPST group in 1999) b) Scientific literacy (scholarship from the Greek Scholarships Foundation in 2002 for postdoctoral research), c) Science for citizenship (designed and developed a teacher-training course and also published a book titled “Science for Citizenship” in greek in 2006), d) Science and culture in education (designed and developed a teacher-training course and an educational wiki supporting the course, held as Conference Chair the “Science and Culture” IHPST2011 conference and edited the “Science and Culture” Book of Proceedings in 2011) e) Website, web-based learning environment and instructional e-material design (the most recent sites are: http://atlaswiki.wetpaint.com, http://hipstwiki.eled.auth.gr) f) Science education research models (design and evaluation of research models such as the SHINE research model for the interaction between history of science and science education, the three-dimensional cognitive, meta-cognitive and emotional research model for recording the proposal for the use of history of science in science education, the GNOSIS research model for a nature-of-science approach to scientific literacy, the 3D-5I model for the combination of skills, attitudes and intelligences in science teaching and the ATLAS_WBLE model for the meeting of scientific literacy and digital literacy). Since 2003, Fanny is the head of the ATLAS research group (ATLAS is the acronym of A Teaching and Learning Approach for Science), and with her colleagues (nowadays the ATLAS group consists of more than 30 researchers and educators), they have participated in a series of international research projects concerning the use of history and philosophy of science in science education and the development of instructional e-material, multimedia and activities for the science classroom such as The MAP prOject, STeT, IPP, HIPST, that also led to the development of websites that the ATLAS research group has highly contributed such as http://atlas.eled.auth.gr, http://ppp.unipv.it/MAP, http://www.ucy.ac.cy/stet, http://hipstwiki.eled.auth.gr
Papers	Pupils Produce their Own Narratives Inspired by the History of Science: Animation Movies Concerning the Geocentric–Heliocentric Debate
Areas of Interest	The contribution of history and philosophy of science in science education Scientific literacy Science for citizenship Science and culture in education Website, web-based learning environment and instructional e-material design

Harvey Siegel Dept. of Philosophy University of Miami hsiegel (at) miami.edu
Dept. of PhilosophyP.O. Box 248054Coral Gables, FL 33124
Homepage	http://www.as.miami.edu/phi/v1/siegel/index.htm
Professor of Philosophy, University of Miami. Areas: epistemology, philosophy of science, philosophy of education.
Areas of Interest	Epistemology Philosophy of science Philosophy of education

Carol Smith Dept of Psychology, UMass/Boston Carol.Smith (at) umb.edu
Department of Psychology, University of Massachusetts/BostonBoston, MA 02125
Homepage
Carol L. Smith is a Professor in the Department of Psychology, University of Massachusetts at Boston, where she has been since receiving her Ph.D. in developmental studies from Harvard University in 1976 and completing postdoctoral research at M.I.T in 1978. She is a cognitive developmental psychologist whose work on conceptual change in science education exemplifies part of the research basis for learning progressions. Over the past 30 years she has studied the conceptual changes that occur as children develop their ideas about matter as well as their ideas about scientific models and knowledge construction in science. She has collaborated with teachers, scientists, and science educators to create innovative teaching units for elementary and middle school students and to study their effectiveness in facilitating conceptual restructuring compared with more traditional teaching approaches. She has also collaborated with her colleague Arthur Millman in the UMB Philosophy Department in doing a case study of the reasoning processes used by Darwin in the development of his theory of natural selection, based on an analysis of his scientific notebooks. More recently, she worked on a team that synthesized current research in order to propose a long-term learning progression for matter (Smith, Wiser, Anderson, & Krajcik, 2006) and served on the National Research Council’s Committee on Science Learning, K-8, which authored Taking Science to School (2007). She is currently collaborating on two longitudinal studies—one with elementary school students (on matter) and the other with college students (concerning their conceptions of science).
Areas of Interest	The Role of Models, Representation, and Metacognition in Conceptual Change in Science EducationStudents’ Understanding of How Knowledge is Constructed in ScienceDarwin’s Reasoning Processes in his Theory Construction

Mildred Solomon The Hastings Center solomonm (at) thehastingscenter.org
21 Malcolm Gordon RoadGarrison, NY 10524-4125
Homepage	http://www.thehastingscenter.org/About/Staff/Detail.aspx?id=5887
Mildred Solomon, EdD is President and CEO of The Hastings Center, a world renowned bioethics research and policy institute which analyzes ethical issues in medicine, health care, the life sciences and the environment. Dr. Solomon is also Clinical Professor of Anaesthesia at Harvard Medical School, where she directs the Department of Global Health and Social Medicine’s Fellowship in Medical Ethics, which aims to build the bioethics infrastructure of Harvard-affiliated hospitals and other health care systems. Professor Solomon conducts both normative and empirical research in bioethics; her scholarly work has focused primarily on the ethics of end-of-life care, organ transplantation and research ethics. She is also an accomplished ethics educator; for example, more than 12,000 secondary science teachers have ordered copies of a program she and her team developed for the NIH on ethical issues in the life sciences. She also co-founded The Decisions Near the End of Life program, which reached 40,000 health care providers with interactive cases and a dedicated curriculum, which was used in more than 230 hospitals across the country; and she conceptualized and led a similar effort focused on the care of gravely ill children, entitled The Initiative for Pediatric Palliative Care (www.ippcweb.org). Before assuming the leadership of The Hastings Center, Professor Solomon was Senior Director for Implementation Science at the Association of American Medical Colleges (AAMC), a membership association of all the medical schools in the United States and Canada, over 400 teaching hospitals and 90 medical and scientific societies. She is a frequent consultant to foundations, has advised the Institute of Medicine and National Academies of Science, and speaks both to academic and public audiences on a range of issues in bioethics, health care policy, and bioethics education. She received her B.A. from Smith College and her doctorate in educational research methods and adult learning from Harvard University.
Papers	Exploring Bioethics: NIH Curriculum Supplement for 9–12
Areas of Interest	Bioethics Bioethics education Professional development of teachers Medical education Comparative effectiveness research Implementation science

John Stachel Boston University john.stachel (at) gmail.com
Center for Einstein Studies, Boston University745 Commonwealth AvenueBoston, Massachusetts 02215
Homepage
Visse scrisse amo (with apologies to Stendhal)
Areas of Interest	Physics Philosophy Marxism History of Science

Sevan Terzian University of Florida sterzian (at) coe.ufl.edu
2415 NW 38th St.Gainesville, Florida 32605
Homepage	http://education.ufl.edu/faculty/terzian-sevan/
Sevan Terzian is an associate professor of social foundations of education and associate director for graduate studies in the School of Teaching & Learning. He teaches graduate and undergraduate courses on the history of American education and the philosophical foundations of education. Professor Terzian’s scholarship has focused on the history of the American high school; the history of science, gender, and education in the postwar era; and conflicts among different governing bodies in education in the latter half of the twentieth century. He has recently completed a book, Science Education and Citizenship: Fairs, Clubs, and Talent Searches for American Youth, 1918-1958, which will be published by Palgrave Macmillan in January 2013.
Papers	1939–1940 New York World’s Fair and the Transformation of the American Science Extracurriculum
Areas of Interest	History of American science education History of American secondary education Mid-twentieth century U.S. history Popular presentations of science in American culture History of scientific “talent” in American education

Karen Wellner Center for Biology and Society Arizona State University karen.wellner (at) asu.edu
Life Science LSC 284P.O. Box 873301Tempe, Arizona 85287-3301
Homepage	https://cbs.asu.edu/people/wellner
Karen Wellner (PhD Science Education, University of Iowa) is a research associate in the Center for Biology and Society at Arizona State University. A former middle school science teacher she now divides her time working with Jane Maienschein on the Embryo Project, an online Open Access (OA) repository dedicated to the history, practices, and social contexts of embryo research, and teaching undergraduate microbiology and anatomy/physiology classes.Karen’s interests lie in methodologies designed to bridge the gap between realscience and school science. Other research interests include the cognitive development of spatial ability and the use of oral histories to give context to scientific discoveries.
Papers	Competing Views of Embryos for the Twenty-First Century: Textbooks and Society Polio and Historical Inquiry
Areas of Interest	Piagetian Theory Haeckel embryo diagrams and evolution in secondary science textbooks History of Biological Sciences Curriculum Study (BSCS) and non-textbook teaching instruments in biology classrooms

Chuck Winrich Babson College cwinrich (at) babson.edu
Kriebel 203Babson CollegeBabson Park, MA 02457-0310
Homepage
Chuck Winrich is the Director of Natural Sciences at Babson College. He received his bachelor’s degree in Physics from the University of Wisconsin-Eau Claire, a master’s degree in Astrophysics from Iowa State University, and recently defended his dissertation in Boston University’s School of Education. His research interests include the intersection of history and philosophy of science and science education: the use and perceived value of HPS by teachers, and the impact of HPS informed instruction on student understanding.
Papers	Teaching Teachers the Conceptual History of Physics
Areas of Interest	Conceptual history of physics HPS in physics education Learning physics through the study of historical development

Tyler Wooley-Brown Brookline High School misterwooleybrown (at) gmail.com
, MA
Homepage
Tyler Wooley-Brown is a high school physics teacher at Brookline High School in Brookline, MA. He has taught introductory Physics First (freshmen level physics) for five years and will transition to teaching AP Physics C next year. He earned his M.Ed from the School of Education at Boston University in Physics Education this summer and continues to work with the BU-Physics Teachers Network. He has a B.S. from Purdue University in both Physics Education and Mathematics Education and also completed graduate work at Purdue in Gifted and Talented education. In his spare time he plays bass in a local Boston rock band.
Areas of Interest	How to incorporate history of science in small chunks for teachers who are just beginning to see the usefulness of HoS in the introductory classroom How to either fully incorporate the HoS themes or make them bite size enough to work for teachers who are also constrained by standardized testingNew standards being developed are encouraging science teachers to incorporate more reading and writing into their curricula. Many of the readings that I currently have regarding HoS are leveled too high for Freshmen in high school, and I’m interested in how to scaffold these readings better or locate readings that are better suited to the level.

Note: The naming convention for files may not reflect the primary author of a paper. The listed name(s) are those of the author(s) attending the conference.