• 12.30-13.30 uur: Inloop en Science Pop Up
• 13.30-13.45 uur: Welkom
• 13.45-14.45 uur: Keynote Stuart Naylor
  (Millgate House Publishing) The use of evidence and confirmation bias in the classroom
• 14.45-15.00 uur: Korte onderbreking
• 15.00-16.00 uur: Keynote Wynne Harlen
  (Visiting Professor at the University of Bristol) Inquiry based pedagogy in science: implications for curriculum content and assessment.
• 16.00-16.30 uur: Forum en afronding conferentiegedeelte
• 16.30-18.00 uur: Start afscheidsceremonie en borrel

De conferentie is bedoeld voor collega’s binnen en buiten de HAN.

1. Science Pop Up 
Tijdens de inloop pitchen verschillende collega’s, partners en studenten diverse mogelijkheden om met wetenschap en techniek aan de slag te gaan. “Good practices”, bronnen om uit te putten en kennisdeling staan centraal. Er is voor ieder wat wils.

2. Stuart Naylor 
Stuart Naylor is vooral bekend van zijn conceptcartoons, maar heeft inmiddels al veel meer ontwikkeld op het gebied van wetenschap en techniek. Hieronder een korte beschrijving van de keynote.

The use of evidence and confirmation bias in the classroom
The importance of science in everyday life can’t be overstated. When we are scientifically literate we understand the importance of evidence, and we try to base our judgements, decisions and actions on evidence. This interactive session will address the question of how school science deals with evidence and explore the implications of adopting a scientific perspective in our teaching. It will include how we look for evidence, what we do with evidence and what evidence tells us.

3. Wynne Harlen 
Wynne Harlen is al jaren een drijvende kracht als “science educator”. In deze keynote combineert ze haar ideeën over “Working with Big Ideas” met het verzamelen van formatief bewijs voor summatieve toetsing.

Inquiry based pedagogy in science : implications for curriculum content and assessment.
Our overall goal in science education is to enable children to understand scientific ideas that explain events and phenomena they encounter in the world around throughout their lives. Current views of how learning takes place tells us that understanding develops when learners are active in making sense of their experiences, building on the ideas they already have and engaged in communicating and sharing ideas. Implementing this inquiry-based pedagogy has implications for curriculum content and assessment, which will be discussed in this presentation. In relation to curriculum content, trying to cover too much content does not allow time for understanding to be developed through inquiry. Part of the solution is to conceive the goals of science education as a progression toward key ideas, or ‘big’ ideas, that explain a range of related phenomena. At the same time, student assessment has a central role in influencing both pedagogy and curriculum content. Traditional forms of assessment tend to preserve traditional forms of teaching and need to be changed if inquiry-based science education is to be implemented.