Norman Lederman, Illinois Institute of Technnology
Dr. Norman G. Lederman is Distinguished Professor of Mathematics and Science Education at the Illinois Institute of Technology. He is internationally known for his research and scholarship on the development of students' and teachers' conceptions of nature of science and scientific inquiry. He has also studied preservice and inservice teachers' knowledge structures of subject matter and pedagogy, pedagogical content knowledge, and teachers' concerns and beliefs. Dr. Lederman has been author or editor of 10 books. He is editor of the Handbook for Research on Science Education. He has written 15 book chapters and published over 200 articles in professional refereed journals. In addition, Dr. Lederman has made over 500 presentations at professional conferences and meetings around the world. 
Title: Nature of Scientific Knowledge and Scientific Inquiry: Their Importance to the Teaching of Biology and Scientific Literacy
Abstract: Scientific Literacy has been a valued outcome of pre-college science education since the early 1900s. This goal has yet to be achieved, although its emphasis continues to increase. Two critical components of what it means to be scientifically literate are an understanding of Nature of Scientific Knowledge (NOSK) and an understanding of Scientific Inquiry (SI). Current assessments of the teaching of NOSK and SI as well as students' understandings has indicated that students' knowledge is inadequate and teaching is minimal. This presentation will discuss the components of scientific literacy and developmentally appropriate aspects of NOSK and SI at the primary through secondary levels of school within biology instruction. The findings of research related to the teaching of NOSK and SI will be presented and several concrete examples will be provided along with approaches to assess students' understandings. 
Ayelet Baram-Tsabari, Techion-Israel Institute of Technology
Dr. Ayelet Baram-Tsabari is Associate Professor at the Technion – Israel Institute of Technology, where she head the Science Communication research group. Her training in science education (PhD, Weizmann Institute of Science) and science communication (visiting scholar, Cornell University) alongside rich experience as a journalist, editor, and a TV presenter, shaped her interest in building a community of science communication practitioners and scholars. Her areas of interest are finding evidence for the usefulness of science education for non-scientistsidentifying non-scientist’s interests and needs in science and building on these authentic interests to communicate science in more meaningful and personally relevant ways, and supporting scientists' in communicating their science effectively. 

 Title: In Search of Evidence for the Usefulness of Science Education in the Lives of Non-Scientists

Abstract: Science education in recent decades has become mandatory for all students in many countries, under the assumption that it has some value for their lives outside school. The communal disciplinary worldview is that science literate individuals make better, more logical, informed decisions on science related issues (e.g. vaccinating one's kids). However, science educators need to ask: Do people actually use science to make decisions? And if so, in what ways? Can science literacy help individuals identify misinformation in everyday life?

The first part of this talk will discuss relevant theoretical concepts from the fields of science education and science communication, and the second part will present empirical research concerning the usefulness of science education and science knowledge to the lives of non-scientists.