Keynote Speakers


Peter Fensham, after a decade of research and teaching in physical chemistry, spent many years at Monash University where he developed a strong research group in the teaching and learning of science.  On his formal retirement he was made Emeritus Professor in recognition of his contributions.
He helped to found the Australasian Science Education Research Association, the second oldest body of this kind in the world.  Personally, he is probably best known for his seminal paper Science for All in 1985 and the many projects that followed in which he has worked to make that vision a reality in schooling.
His books include Developments and Dilemmas in Science Education (1988), The Content of Science (1994) and Defining an Identity: The evolution of science education as a field of research (2004). 
In 1998 he was awarded the Distinguished Researcher Award of the North American Association for Research in Science Teaching.
He has been very involved with science teachers locally and internationally and in 1988 ICASE recognized his work with its Distinguished Service Award.  He has long time experience in serving on curriculum committees and reviews about many aspects of science education.
He has worked in many overseas countries, both developed and developing, and in 2003 was National Visiting Professor at Kobe University in Japan.  In the 1990s he served on the TIMSS Advisory Group for Science and has been a member of the Science Expert Group of the OECD’s PISA project from its foundation until 2009.  In this way he is in touch with the cutting edge of issues in world science education
At present he is an Adjunct Professor at the Queensland University of Technology (QUT) and acts as a Special Adviser to the Minister for Education in Queensland.


Ellen K. HenriksenEllen Karoline Henriksen (born 1968) received her PhD from the University of Oslo, Norway, in 1999 with a thesis on the role of museums in scientific literacy. She is now associate professor in Physics education at the Department of Physics, University of Oslo, where she is involved in science education research as well as teacher education and in-service training, outreach and recruitment efforts.

Through a number of research projects related to scientific literacy, physics teaching and learning, student attitudes, and recruitment to science, she became interested in how young people make their educational choices and why so few (particularly girls) opt for a career in science. A range of factors impact on this choice, for instance school science experiences, family background, interests and values, attainment and self efficacy, extracurricular activities and experiences, gender roles, youth culture and role models. Henriksen is currently working with the international research project IRIS (Interests and Recruitment In Science), which addresses exactly these issues.

Lučka Kajfež Bogataj was born 1957 in Jesenice/Slovenia, she studied physics at the University of Ljubljana, specialised in meteorology. Graduation (Dipl.-Ing.): 1980, Ms.: 1987, PhD: 1989; 1997 habilitation for biometeorology at the University of Ljubljana; since 1997 professor for climatology at the same university. She was Visiting Scientist at University of Florida (USA) and University of Uppsala (Sweden). Her current research includes biometeorology and climatology, crop modeling, climate change scenarios; climate change impacts on ecosystems. She is/was involved in and leading several national and international scientific projects related to agroclimatology; publicised many scientific publications. Beside others, she is a member of IPCC Bureau and GCOS committee at WMO. She is the recipient of many Slovenian honours and awards. She served as vice-chair of the Working Group 2 Fourth Assessment of the Intergovernmental Panel on Climate Change (IPCC, 2007), providing scientific information to the United Nations Framework Convention on Climate Change. IPCC and Albert Gore, Jr jointly received the Nobel Peace Prize in 2007.

Dana L. Zeidler (born 1954) in New York earned his PhD from Syracuse University. His research program incorporates aspects of Argumentation and Discourse, Moral Reasoning and Character Formation, Epistemology and the Nature of Science into a theoretical framework using Socioscientific Issues as a means to facilitate scientific literacy. His work has attracted international attention both within and external to the community of science education. He has authored of over 50 journal articles and book chapters, presented over 70 conference papers, and has given Keynote addresses and international talks in Taiwan, Sweden, The Netherlands, Canada, Turkey, Germany, Slovenia and the United States on these and related topics in science education. He works closely with doctoral students and other leaders in the science education community. He is currently a Professor and Program Coordinator of Science Education at the University of South Florida, USA.

Dana has long-standing ties to the science education community. Some of his most recent honors include: President of the National Association for Research in Science Teaching, 2010-2011.
Recipient for the Outstanding Mentor Award (2008), Association for Science Teacher Education.
Executive Board of Directors, National Association for Research in Science Teaching, 2006-2009.
At Large Board of Directors, Association for Science Teacher Education (2008-2011).
Series Editor for Contemporary Trends in Science Education (Formerly Science and Technology Education Library Series), Dordrecht, Heidelberg, London, New York, Springer Publishers, (2008 to present). Recipient for the 2006 Journal of Research in Science Teaching Award article (Troy D. Sadler & Dana L. Zeidler) entitled: "Patterns of informal reasoning in the context of socioscientific decision making," JRST, 42(1), 112-138.
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