Eastern Mediterranean University is pleased to
announce the first international conference on undergraduate science
education; Frontiers in Science Education Research 2009
(FISER’09). The aim of FISER’09 is to provide a scholarly
environment for promoting discussions in contemporary topics of
undergraduate science and mathematics education research. FISER’09
is open to professional science and mathematics education
researchers, educators, students and all others who are interested.
During FISER’09, topics that will be covered will extend from
education technologies to faculty development and from undergraduate
curricula designs to the Bologna Process.
will take place during 22 – 24 March 2009 in Famagusta. The official
language of the conference is English.
Papers in all
fields of undergraduate science and mathematics education research
Lillian McDermott, University of Washington,
McDermott received her Ph.D. in experimental nuclear physics from
Columbia University in 1959. After teaching at City College of New
York, Seattle University, and the University of Washington, she
collaborated with Arnold Arons who had come to the University of
Washington to establish a program in the Department of Physics for
the preparation of precollege teachers. She was appointed as an
Assistant Professor at the University of Washington in 1973 and
since that time has directed the Physics Education Group, widely
known today for its leadership role in physics education research
and in the preparation of (K–12) teachers. Prof. McDermott was
promoted to Associate Professor in 1976 and to Professor in 1981.
David Hestenes, Arizona State University,
BA in philosophy; PhD
in physics (UCLA, 1963). After a postdoc with John Wheeler
(Princeton, 1964-66) he joined the faculty at Arizona State
University, where he has been based ever since, with many excursions
to other universities.
His primary work in theoretical physics is concentrated on
development and application of Geometric Calculus as a unified
mathematical language for physics. He has also developed a Modeling
Theory of scientific practice and pedagogy that serves as the
foundation for a program of physics education reform under his
In recognition of the wide impact of this work, he was awarded the
2002 Oersted Medal by the American Association of Physics Teachers.
Cedric Linder, University of Uppsala, Sweden
Linder pioneered physics education research in higher education in
South Africa at the University of the Western Cape, where he
received the first private chair professorship in physics education
research in a Physics Department in South Africa, a position that he
retains today. In 2000 he took up a newly created chair position in
physics education research at Uppsala University to constitute and
develop the first physics education research group situated in a
Physics Department in Sweden.
Cedric's background is anchored in both physics and science
education. He read physics at Rhodes University, South Africa, and
science education at Rutgers, USA, and at the University of British
Columbia, Canada, where he obtained his doctorate in 1989.
The activities of Cedric's research group are centred
principally around higher education and the interplays between
scientific literacy, student learning and the form and content of
university physics and related engineering curricula and teaching.
Typically this research draws on conceptual framing and theoretical
perspectives that have factors such as social identity, disciplinary
discourse, epistemology, metacognition, language, semiotics,
gender, visualization, simulation, culture and worldview as
important underpinning attributes.