BEGIN:VCALENDAR VERSION:2.0 METHOD:PUBLISH PRODID:-//Telerik Inc.//Sitefinity CMS 15.4//EN BEGIN:VTIMEZONE TZID:Central Standard Time BEGIN:STANDARD DTSTART:20251102T020000 RRULE:FREQ=YEARLY;BYDAY=1SU;BYHOUR=2;BYMINUTE=0;BYMONTH=11 TZNAME:Central Standard Time TZOFFSETFROM:-0500 TZOFFSETTO:-0600 END:STANDARD BEGIN:DAYLIGHT DTSTART:20250301T020000 RRULE:FREQ=YEARLY;BYDAY=2SU;BYHOUR=2;BYMINUTE=0;BYMONTH=3 TZNAME:Central Daylight Time TZOFFSETFROM:-0600 TZOFFSETTO:-0500 END:DAYLIGHT END:VTIMEZONE BEGIN:VEVENT DESCRIPTION:CHRISTIAN AND MUSLIM TEACHERS AND STUDENTS’ VIEWS OF THE THEORY OF EVOLUTION: IMPLICATIONS FOR SCIENCE EDUCATION\nSaouma BouJaoude\, Prof essor and Director of the Center of Teaching and Learning\, American Unive rsity of Beirut\, Lebanon\nDespite the overwhelming and global acceptance of evolutionary theory by the scientific community\, teaching evolution co ntinues to be socially controversial\, primarily because of its perceived conflict with personal religious beliefs. Although different Muslim and Ch ristian religious sects have distinct positions on evolution\, it remains an apparent challenge to certain religious accounts of creation in both re ligions. Egypt and Lebanon are two Middle Eastern countries with a majorit y of Muslims and sizeable Christian communities\, and present opportunitie s to investigate the interaction between science and religion. This presen tation reports findings from a series of studies that investigated college and high school teachers’ and students’ views about evolution in Egypt an d Lebanon with an emphasis on the similarities and differences between and within Christian and Muslim groups.\nEVALUATING JUNIOR SECONDARY SCIENCE TEXTBOOK USAGE IN AUSTRALIAN SCHOOL\nChristine McDonald\, Lecturer in Scie nce Education\, Griffith University\, Mt. Gravatt\, Australia.\nProviding engaging learning experiences in K-12 science classrooms is crucial for co ntinued engagement with science. Time and resource constraints\, and the h igh proportion of non-specialist science teachers\, have resulted in an ov er-reliance on transmissive pedagogical tools\, such as textbooks. This st udy evaluated the usage of science textbooks in junior secondary Australia n schools. Results indicated that most junior secondary schools use textbo oks to drive instruction for the majority of science lessons. Most respond ents expressed high levels of satisfaction with their textbooks\, although many stressed the subsidiary role of these textbooks. Importantly\, respo ndents stressed the benefits of textbooks in supporting substitute teacher s\, beginning teachers\, and non-specialist science teachers\; and facilit ating continuity of programs and staff support in schools with high staff turnover. The study highlights the need for high quality textbooks in Aust ralian junior secondary science classes.\nPROFESSIONAL DEVELOPMENT OF CHEM ISTRY TEACHER EDUCATION\nChristiane S. Reiners\, Professor of Chemistry an d Chemistry Education\, Head of the Institute of Chemistry Education\, Uni versity of Cologne\, Germany.\nA central task of teachers is the transform ation of science content into learning content. To transform chemistry int o a learning object\, teachers have to take into account both the students and intended aim of the learning process. Our research focuses on support ing future teachers to diagnose students’ perceptions in formal and inform al learning environments\, and developing methods of differentiation to ad dress diverse learners. Toward that end\, we pay close attention to studen t teachers’ own conceptions of chemistry content\, and their meta-knowledg e about chemistry as a discipline. Assuming that teachers teach as they ha ve been taught\, but not as they have been taught to teach\, we discuss ou r systematic attempts to develop curricular and instructional innovations in chemistry teacher education to empower teachers to transform the enactm ent of the precollege chemistry curricula in Germany.\nCONCEPTUAL AND EMPI RICAL TRENDS FOR SOCIOSCIENTIFIC ISSUES AND SCIENTIFIC LITERACY\nDana L. Z eidler\, Professor and Coordinator of Science Education\, Past President o f NARST\, University of South Florida–Tampa.\nAn overview of current conce ptual and empirical trends for the interplay between socioscientific issue s (SSI) and scientific literacy will be discussed. The presentation draws on a comprehensive review of the literature consisting of over 250 referen ces related to aspects of SSI. Special emphasis will be given to the norma tive values that undergird the SSI framework through four themes. These ar e socioscientific as (1) Engagement of curriculum practice and teachers’ p edagogical beliefs\; (2) Epistemological development and reasoning\; (3) C ontext for the nature of science\; and (4) Character development and citiz enship responsibility. DTEND:20150410T050000Z DTSTAMP:20260716T044253Z DTSTART:20150410T170000Z LOCATION:USA SEQUENCE:0 SUMMARY:SCIENCE EDUC. UID:RFCALITEM639197557736960089 X-ALT-DESC;FMTTYPE=text/html:

CHRISTIAN AND MUSLIM TEACHERS AND STUDENTS’ VIEWS OF THE THEORY OF EVOLUTION: IMPLICATIONS FOR SCIENCE EDUCATION

\ n

Saouma BouJaoude\, Professor and Director of the Center of Teaching an d Learning\, American University of Beirut\, Lebanon

\n

Despite the o verwhelming and global acceptance of evolutionary theory by the scientific community\, teaching evolution continues to be socially controversial\, p rimarily because of its perceived conflict with personal religious beliefs . Although different Muslim and Christian religious sects have distinct po sitions on evolution\, it remains an apparent challenge to certain religio us accounts of creation in both religions. Egypt and Lebanon are two Middl e Eastern countries with a majority of Muslims and sizeable Christian comm unities\, and present opportunities to investigate the interaction between science and religion. This presentation reports findings from a series of studies that investigated college and high school teachers’ and students’ views about evolution in Egypt and Lebanon with an emphasis on the simila rities and differences between and within Christian and Muslim groups.

\n

EVALUATING JUNIOR SECONDARY SCIENCE TEXTBOOK USAGE IN AUSTRALIAN SCHO OL

\n

Christine McDonald\, Lecturer in Science Education\, Griffith U niversity\, Mt. Gravatt\, Australia.

\n

Providing engaging learning e xperiences in K-12 science classrooms is crucial for continued engagement with science. Time and resource constraints\, and the high proportion of n on-specialist science teachers\, have resulted in an over-reliance on tran smissive pedagogical tools\, such as textbooks. This study evaluated the u sage of science textbooks in junior secondary Australian schools. Results indicated that most junior secondary schools use textbooks to drive instru ction for the majority of science lessons. Most respondents expressed high levels of satisfaction with their textbooks\, although many stressed the subsidiary role of these textbooks. Importantly\, respondents stressed the benefits of textbooks in supporting substitute teachers\, beginning teach ers\, and non-specialist science teachers\; and facilitating continuity of programs and staff support in schools with high staff turnover. The study highlights the need for high quality textbooks in Australian junior secon dary science classes.

\n

PROFESSIONAL DEVELOPMENT OF CHEMISTRY TEACHE R EDUCATION

\n

Christiane S. Reiners\, Professor of Chemistry and Che mistry Education\, Head of the Institute of Chemistry Education\, Universi ty of Cologne\, Germany.

\n

A central task of teachers is the transfo rmation of science content into learning content. To transform chemistry i nto a learning object\, teachers have to take into account both the studen ts and intended aim of the learning process. Our research focuses on suppo rting future teachers to diagnose students’ perceptions in formal and info rmal learning environments\, and developing methods of differentiation to address diverse learners. Toward that end\, we pay close attention to stud ent teachers’ own conceptions of chemistry content\, and their meta-knowle dge about chemistry as a discipline. Assuming that teachers teach as they have been taught\, but not as they have been taught to teach\, we discuss our systematic attempts to develop curricular and instructional innovation s in chemistry teacher education to empower teachers to transform the enac tment of the precollege chemistry curricula in Germany.

\n

CONCEPTUAL AND EMPIRICAL TRENDS FOR SOCIOSCIENTIFIC ISSUES AND SCIENTIFIC LITERACY\n

Dana L. Zeidler\, Professor and Coordinator of Science Education\, Past President of NARST\, University of South Florida–Tampa.

\n

An ov erview of current conceptual and empirical trends for the interplay betwee n socioscientific issues (SSI) and scientific literacy will be discussed. The presentation draws on a comprehensive review of the literature consist ing of over 250 references related to aspects of SSI. Special emphasis wil l be given to the normative values that undergird the SSI framework throug h four themes. These are socioscientific as (1) Engagement of curriculum p ractice and teachers’ pedagogical beliefs\; (2) Epistemological developmen t and reasoning\; (3) Context for the nature of science\; and (4) Characte r development and citizenship responsibility.

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