International Keynote Speakers

Professor Dr. Justin Dillon

Rising to the challenges facing science education: pedagogies for developing a science identity in and out of school
Justin Dillon, University of Bristol, United Kingdom

Science education has a number of key challenges. The first is that society faces a number of ‘wicked problems’ that have no solutions. How, then, can we prepare young people to address them? Secondly, the curriculum is designed for the needs of 10% of students who will go on to study science at university and work in scientific careers. What education should the rest receive? Thirdly, many students think that science is interesting but ‘not for me’. How can science educators address these challenges? To respond to them science educators require an understanding of issues of identity, gender and ethnicity. In this talk the focus will be on how teacher education can develop research-informed pedagogic approaches that can be used inside and outside the classroom.

Professor Dr. Munirah Ghazali

Teachers’ capacity building in STEM education: Integration in the curriculum and co curriculum, the Malaysian experience
Munirah Gazali

STEM is an acronym for the study of or professional practice in broad areas of science, technology, engineering, and mathematics.
Teachers are powerful actors to reorient and transform students learning experiences toward STEM education and 21st century learning. An important prerequisite is that teachers should have sufficient knowledge, a good attitude and practices with regard to STEM. Furthermore, teachers need to be knowledgeable on the matters related to the content to be conveyed as learning depends on what teachers know. This paper will trace the development of STEM education in Malaysia, the policies and curriculum support as well as resources available to teachers. Secondly, this paper will also provide a glimpse of research with respect to STEM education in Malaysia. Finally, this paper will explore the possibility of teachers’ capacity building in STEM education through co curriculum activities such as international innovation competitions as well as networking with other teachers.

Professor Dr. Mustafa Sozbilir

Mustafa SoZBILIR, Prof. Dr.
Ataturk University, Kazım Karabekir Education Faculty
Department of Mathematics and Science Education 25240- Erzurum/TURKEY

Science subjects, especially chemistry has appeared to failing to stimulate children’s interest and motivation. Overcoming this problem has been subject to research literature in science education for the forty years. Context-based teaching is seen one of the possible solutions. Teaching science through context-based approach in high school has become widely used over the past decades (Bennett, Lubben & Hogarth, 2007).
As a context-based curriculum development approach several projects were implemented in mainstream chemistry courses such as ChemCom and CiC in USA, Salters Chemistry in UK, ChiK in Germany, ChiP in Dutch and Industrial Chemistry in Israel (Pilot & Bulte, 2006). The aim of these projects is to make chemistry more attractive and interesting for students, in particular, by connecting chemical knowledge with real world contexts which are relevant to the students (Bennett, 2003). Successfully implementation of these projects led context-based approach to be used as a teaching and learning model.
Context-based approach studies in chemistry education commonly focus on students’ learning outcomes, motivation and attitudes. Context-based approach motivates students in their science lessons and enhances more positive attitudes towards science more generally but do not adversely affect students’ understanding of scientific ideas (Bennett, Hogarth, & Lubben, 2005).
In this presentation, the history of the context-based approach as a curriculum development and instructional design will be described. Following the introduction of different models of context-based chemistry as an instructional designs and their application, the impacts on students’ academic achievement as well as affective gains will be presented based on evidences collected through my research group studies. These models will include “Context-Based ARCS Model” (Kutu & Sözbilir, 2011) and “Context-Problem Based Learning (C-PBL)” (Baran & Sozbilir, in press). All studies are done at secondary level and implement with Turkish chemistry secondary curriculum.
Keywords: Context-based teaching, chemistry, academic achievement, affective domains

Dr. Takashi Oda

Training Teachers for Reducing Natural Disaster Risks:Lessons and Practice in Tohoku, Japan
Takashi Oda, PhD
Associate Professor
Department of Mathematics and Science Education 25240- Erzurum/TURKEY
Center for Disaster Education & Future Design
Miyagi University of Education, Sendai, Japan

This presentation discusses recent developments in the education sector that addresses natural disaster risk reduction (DRR) while demonstrating on-going efforts made in preservice and in-service teacher training programs in Japan, following the 2011 Great East Japan Earthquake and Tsunami. The study suggests the important roles that schools can play in DRR education and community-based disaster preparedness during noncrisis phases and as emergency shelter during actual disasters.
During the tsunami disaster, there were many school buildings that survived from the tsunami as only strong and tall buildings in the community, which ended up saving many lives of the students and local evacuees. At the same time, the local teachers played important roles in managing evacuation shelters at these public school. Based on lessons from the 2011 disaster, Japanese policymakers and educators began to focus on the multiple roles that schools can play – from both structural and leadership standpoints and to call for preservice and in-service DRR education to teach further on DRR and school safety management in general.
While covering the presenter’s personal experience from the 2011 disaster as well as institutional response by his home university, Miyagi University of Education as only national teacher-training university in the severely affected region, the talk presents the recent policy transitions observed surrounding DRR education at schools and teacher training, and it offers several examples of pilot practices conducted at teacher training programs in Tohoku.
Keywords: teacher-training, disaster risk reduction, preservice, in-service, Japan

Dr. Eugeniusz Switala

How to organise the process of teaching mathematics
Dr. Eugeniusz Switala, Poland
Associate Professor
Daugavpils University, Latvia

Mathematics – the most practical, with most practical application of all the sciences. It allows to develop other branches of knowledge, such as physics, chemistry, biology, economics, etc. While clearly a branch of philosophy, for many students it is basically impossible to understand and master. As Leonard Adleman wrote: “Mathematics is less related to accounting than it is to philosophy.” Counting is only a secondary goal of teaching mathematics. The primary purpose is to shape thinking, teach problem-solving and cooperation in the group. Mathematics and teaching mathematics undoubtedly has a great impact on the individual characteristics of each student and their individual development. Mathematics, especially in the culture of Islam, was and is an inspiration for architects, decorators, in ceramics and for artists including artists of applied art. Arabic alphabet is based on the shape of the wheel, taking into account appropriate proportions, even poetry and music are formalized and based on mathematical proportions. Mathematics, in the culture of Islam has become a kind of link between multiple scientific disciplines, between culture, art and science. Similar relationships exist in each culture.
So what are the causes of this state of affairs? Below you will find an attempt to answer the most important questions in this regard.
We can see in the process of teaching carried out in Western countries its practical application in:
1) primary school
2) worse in lower secondary level
3) but, when presented in theory at the level of higher education - it is already a great problem for lawyers, economists, etc.
Why is it so? Why so many people perceive it as magical, unavailable and incomprehensible knowledge? Where are the reasons for this? How is it possible that for so many years we continue to make the same mistakes in the process of teaching - learning of mathematics? And for the average recipient ,A mathematician is a blind man in a dark room looking for a black cat which isn't there.’ (words attributed to Charles r. Darwin, 1809-1898). Of course, he might not have meant Muezza, the favorite cat of Prophet Mohammad (peace and blessings of Allah be upon him). However, this reference indicates the mysticism of this subject and the exceptional importance of research carried out by mathematicians and in mathematics. If we encounter such difficulties, does it mean that we should refrain from teaching at this level and in this theoretical way?
Hugo Steinhaus, world famous Polish mathematician, once said:
... regardless of age and the population in question, the number of people who understand mathematics is always the same, i.e. negligible. But this does not mean that we should stop teaching, it means to throw a grain and wait until it falls on fertile ground which will grow a beautiful plant.
So what proceedings, methods we should adopt to grow as many of these 'beautiful plants' as possible? Not only the most beautiful plants are important in this process. It is also important that all pupils and students got as much benefit from the teaching and learning of mathematics as possible. What methods to adopt for mathematics to be better understood by the representatives of other areas of life and science, such as biology, economics, industry, construction, etc.
To this end, the following are necessary:
1. Very good curriculum
2. Very good students’ books
3. Superb teacher
4. Appropriate State policy in the field of teaching of mathematics
Curriculum – itshould be a guide for the teacher. It should not only give the scope of the content, but also indicate methods of work for the teacher. The programme should be focused on the student, his actions and not on the actions of the teacher. It should be strictly student-oriented and it should focus on their practical actions. The curriculum should be adapted to the relevant level of student’s biological development.
Students’ books - they should be clear, understandable, both for the student and the teacher. They should give the possibility of independent study. The book should be a guide for the teacher in terms of methods used for teaching and for the student, in terms of the content that will be presented and methods how to comprehend it. The students’ book should primarily develop the imagination of students. As Einstein said: ,Imagination is more important than knowledge.’ It is the imagination shaped in the teaching process, that is expected to be the basis for the individual development of the student.
Teacher - not only he seems to be, but actually is the most important 'element’ of the teaching-learning process. A teacher who is aware of the purposes of teaching and is involved in the process. A teacher who is perfectly prepared to conduct the learning process, that understands his role and responsibilities he has to each student. A teacher should work according to the following Einstein principle: ,Everything should be made as simple as possible, but not simpler’, since then we will lose the true meaning of the concept or the process. A teacher who understands school in a holistic way as an open, dynamic system with multiple interactions, with external environment, as well as with many interactions within the system.
An appropriate State policy - it is an element that must 'bind ' and support the three previously identified factors. Without proper State policy in the field of education, no development, including the development of the society as a whole, is possible. The State must create the right conditions for education and professional development of teachers. Such a model of teacher education and their development and promotion adopted in Poland will also be presented by the author. The author will discuss the solutions applied in Poland in the field of education and further training of teachers and will also present in detail the UN programme proposed by UNESCO in the field of reorienting teacher education towards sustainable development that points to the most important lines of action in this regard, which should be applied in each country.
Key words: mathematics, teaching mathematics, teacher,

National Keynote Speakers

Professor Dr. Nasir Mahmood

Promoting the Psychology inclusion among STEM related University Faculty and Students
Dr. Nasir Mahmood

Psychology is the most crucial discipline which involves Science, Technology, Engineering, and Mathematics but in most of the cases the students and faculty are unaware of this relation. There is a dire need of inclusion of Psychology in STEM by arranging activities for proper transformation of behaviours by considering it as a challenge which will help in provision of activities, recruitment, cross discipline engagement and collaboration. These activities can bridge up the Psychology-STEM journey and result in enhancing their employability skills and professional experience along the attainment of their STEM related degrees. It has not only improved their engagement and participation but also Psychology’s STEM relationship.

Professor Dr. Muhammad Nawaz

Impact of learning environment on Mathematics learner’s inspiration, engagement and experience without charging an extra cost
Dr. Muhammad Nawaz

Learning environment can enchant the learners in a best way. Using highly interactive way of environment is the task of all developed societies in this era where there is more attraction outside the educational institutions and the classrooms. For proper learning inspiration, long term experiences are needed which should be through improved learning environment during teaching. In the present session teaching techniques will be discussed how delivery can be most effective without increasing the additional cost in existing cost of resources. Parctipants are provided with hands on experience for encouraging deep learning in math classes which are considered bore by most of the learners for ineffective collaboration and satisfaction during teaching learning process.

Dr. Nusrat Fatima Rizvi

Focus of Teacher Education: Content and Pedagogy
Dr. Nusrat Fatima Rizvi
Aga Khan University-Institute for Educational Development

Teacher Education including Mathematics and Science Teacher Education often struggles to get recognition as discipline in overall university set up. As education has a specialized body of knowledge and a system of organization and methods of inquiry, it fulfils the criteria of being an academic discipline. However, there are debates around whether it is an academic discipline or not. Is it a professional study or academic study? It may be considered as science as it seeks to discover the general laws regulating the phenomena in that field through observation and experiments but at the same time it is an art as it attempts to make human activities beautiful and meaningful. Because it unique characteristics, there is tension in Teacher education and education of academic disciplines like, mathematics and science. And this issue gets prominent in current scenario of teacher education in Pakistan. The recent Higher Education Commission roadmap for Teacher Education starts with twelve years of education which implied that teaching academic discipline at undergraduate level is included in the portfolio Teacher education. But do the Teacher Education institutes in the country have capacity to teach mathematics and science at undergraduate level? The paper will present the issues of teaching content areas in teacher education programmes and propose a framework to build the capacity of teacher education institutes in this era.

Dr. Abdul Samad

Impact of using T.V (Broad Cast Media) on teaching learning of Science
Dr Abdul Samad

Now a days learning through audiovisual sources like television and radio has become most common practice because these are considered as rich sources of information. In the session we will demonstrate that how television as broad casting material is playing its rile in engagement and understanding in science education among learners of 2st century. For practical explanations and examples the field of bioscience will be taken under discussion. Particular examples will be drawn from the biosciences. In this session the participants will be introduced problem and solution of disciplined learning for all disciplined during information taking from television as a source of broadcasting will be discussed also by introducing them with Box of broadcasting tool being used in higher education sector in the institutions of UK.

Professor Dr. Nabi Bux Jumani

Professor Dr. Wasim Qazi

Dr. Irfan Ahmed Rind