SMEC

Group A: Focus on Strategies

• Dr. David Delany, Centre for Academic Practice and Student Learning, (TCD), Enhancing deep learning and far transfer in science education: practical lessons from cognitive
• Dr.David S. di Fuccia, Dortmund University of Technology, Peer assessments in chemistry teacher's education & Learning by teaching implies teaching by examining
• Prof. Richard Millman, University of Kentucky, Role Modeling During the Teaching of Algebra by a Cross-disciplinary Team of STEM Graduate students

Group B: Focus on Multidisciplinarity

• Dr. Eilish McLoughlin, CASTeL (DCU), A multidisciplinary approach - Recognising the relevance of all sciences in a first year science undergraduate course
• Dr. Elizabeth Swinbank, Science Education Group University of York, Perspectives on Science: a new course in history, philosophy and ethics of science
• Dr. Robert Toplis, Brunel University, Teaching outside the discipline: case studies of trainee teachers' understanding of chemical reactions.

Group C: Focus on Maths transferability

• Dr. Joseph Kyle, University of Birmingham, Breadth versus Depth in Mathematics: Upskilling or Dumbing Down?
• Dr. A.H. Mooldijk, Utrecht University, Coherent education in proportionality in Science and Mathematics
• Dr. Michael Carr, DIT, Alternative forms of continuous assessment in Mathematics

Group D: Focus on Nature of Science

• Dr. Cliona Murphy, CASTeL (SPD), Does teaching teachers about the Nature of Science matter?
• Dr. Phanis Constantinos, Cyprus University, Towards a New Biology Education for Future Scientists
• Dr. Michael Allen, Brunel University, Now this is what should have happened : a clash of classroom epistemologies?

Group E: Focus on Transition between 2nd -3rd level education

• Dr. Ann O'Shea, NUI Maynooth, A study of first year students' experience of the transition from second level mathematics to third level mathematics.
• Thomas Wemyss, CASTeL (DCU), Improving the graphing literacy of undergraduate science students
• Dr. Simon Bates, University of Edinburgh, Diagnosingthe Maths Problem

Group F: Focus on Construction of Knowledge

• Dr. Hugh Gash, CASTeL (SPD), A meta-evaluation of constructivist science lessons
• Dr. Mansoor Vesali, Shahid Rajaei Teacher Training University, Studying the mental patterns of Iranian high school junior students in kinematics
• Dr P.A. Padmanabhan Nair, University of Johannesburg, South Africa, Shaping the future of Physics in South Africa- the way to go?

Contributed oral presentations should be prepared electronically using Powerpoint or a compatible software programme.  They have been allocated 20 minutes per talk, to consist of approximately 17 minutes talk and 3 minutes for questions and answers at the end.