Previous seminars have included:

• ‘I’m sad that it is gone’: Teachers’ views on teaching the nature of science at key stage 4. 9th May 2018 Dr Richard Brock (King's College London)

• How can we get more students to study STEM subjects after the age of 16? 28th November, 2016. Professor Michael Reiss (University College London)
• Measuring conceptual understanding quickly and reliably 11th September 2016. Dr Matthew Inglis (Loughborough University)
• Teaching Science to Disadvantaged Students: Learning Hurdles and Remedial Measures. 23rd May 2016. Sudhakar C. Agarkar (VPM's Academy of International Education and Research, Thane, Maharashtra State, India
• Social Epistemic Cognition and STEM Learning: What Evidence Do We Have from MOOC Big Data? 8th June 2015. Dr Rosanna Yuen-Yan Chan (The Chinese University of Hong Kong)
• Articulating the Intrinsic Value of Chemistry. Monday, 2nd March 2015. Katherine Richardson (King’s College London)
• Science in the Inclusive Classroom: Research and Development of a Multifaceted Approach. 8th December 2014. Dr Ornit Spektor-Levy (School of Education, Bar Ilan University, Israel)
• A research-informed dialogic-teaching approach to early-secondary-school mathematics and science: the pedagogical design and field trial of the epiSTEMe intervention. 1st December 2014. Prof. Kenneth Ruthven (Faculty of Education, University of Cambridge).
• Research-Informed Curriculum Development. 10th November 2014. Mary Whitehouse (University of York)
• Methodological reflections on science teaching and learning from a Mexican experience. 24th February 2014. Richard Cisneros (Programa Adopte Un Talento, Mexico)
• Muslim science students’ views on science and religion. 17th February 2014 . Dr Shagufta Chandi (University of Glasgow)
• Who do you think you are? Teenagers’ perceptions of what it means to be human in the light of their understandings of biology, biomedicine and humanoid robots. 11th November 2013. Dr Berry Billingsley (Institute of Education, University of Reading)
• Turning the new school Computing curriculum into reality: opportunity and challenge. 28th October 2013. Dr Simon Peyton Jones (Microsoft Research and Computing at School working group)
• When a solid metal is heated, do the atoms expand? What kind of question is this? 11th February 2013. Dr John Oversby (University of Reading)
• Representing the ‘T’ and ‘E’ within STEM - a personal perspective and group discussion. 21st January 2013. Bill Nicholl (University of Cambridge)
• Investigating how Students' Ideas Develop in Astronomy using an Integrated Case Study-Grounded Theory Approach. 26th November 2012. Fran Riga (University of Cambridge, Faculty of Education)
• The Japanese and Western View of Nature – Beyond Cultural Incommensurability. 19th November 2012. Dr Manabu Sumida (Associate Professor, Science Education Department, Faculty of Education, Ehime University, Japan)
• Concept Co-Construction for All? - Enhancing Science-talk: Genetics education, dialogic pedagogy and group-work. 18th June 2012. Pamela Black (University of Cambridge, Faculty of Education)
• Learning to teach primary science: a negotiation of multiple discourses. 27th February 2012. Dr Anna Danielsson (University of Cambridge, Faculty of Education)
• Science Education for Democracy: Illusion or aspiration. 23rd January 2012. Dr Ralph Levinson (Reader in Education, Institute of Education, University of London)
• A collaborative teaching approach to inquiry project-based learning with Web 2.0 at upper primary levels. 31st October 2011. Dr Samuel Kai Wah Chu (Centre for Information Technology in Education, Faculty of Education, The University of Hong Kong)
• Dialogue and Learning in School Mathematics and Science. 31st October 2011. Professor Christine Howe (University of Cambridge, Faculty of Education)
• Making secondary school practical work more effective: Lessons to be learnt from primary school teachers. 04 July 2011. Dr Ian Abrahams (University of York)
• Science, Technology, Engineering and Mathematics (STEM) Enrichment: Challenges and Contradictions in Policy and Practice. 20th June 2011. Wai Yi Feng (University of Cambridge)
• 'Excellence is good enough for pre-service teachers; perfectionism is for Vulcans! ' 28 February 2011. Elaine Wilson & Dr Helen Demetriou (University of Cambridge, Faculty of Education)
• Learning Physics - Doing Gender: Perspectives on how University Physics students learn to become physicists. 08 November 2010. Dr Anna Danielsson (University of Cambridge, Faculty of Education)
• The Talk Factory: Supporting 'exploratory talk' around an Interactive Whiteboard in primary school science. 4 June 2010. Marilena Petrou (Open University)
• The Talk Factory: Supporting 'exploratory talk' around an Interactive  Whiteboard in primary school science. 14th June 2010. Marilena Petrou (Institute of Educational Technology at The Open University)
• Personal Inquiry: Supporting school science investigations with personal technologies across formal and informal settings. 18th January 2010. Professor Mike Sharples (University of Nottingham)
• How should we deal with creationism in schools? 12 October 2009. Professor Michael Reiss (Institute of Education, University of London)
• Group Work and Classroom Interaction within Science and English Lessons. 21st April 2009. Sarah MacQuarrie (Strathclyde University)
• From Black Boxes to Glass Boxes: Computerised Concept Mapping in Schools. 3rd November 2008. Dr Robin M Bevan (Head Teacher, Southend High School and the University of Cambridge)
• E- Learning: ZOO TIME.  21st October 2008. Professor Gilly Salmon (University of Leicester)
• Conceptual Change. 25th September, 2008. Dr. Cecilia Lundholm, (Research Fellow at the Department of Education & Stockholm Resilience Centre, Stockholm University)
• A Multimodal Perspective on Teaching and Learning in the School Science Classroom. 13th June, 2007. Dr Carey Jewitt (Reader in Technology and Education, Institute of Education, University of London)
• Evidence-Based Development of Science Teaching and Learning: Data from two Chemistry Education Research Projects. 14th June 2007. Dr Justin R. Read (School of Chemistry, The University of Sydney & School of Chemistry and Physics, The University of Adelaide)
• What is dialogic teaching in science? 22nd May, 2007. Professor Neil Mercer (University of Cambridge Faculty of Education)
• Children's tacit and explicit conceptions of object motion: possible implications for science teaching. 27th February, 2007. Professor Christine Howe (University of Cambridge Faculty of Education)
• Applying scientific method in educational research - over hopeful or simply helpful? 16th January 2007. Dr Ben Styles (National Foundation for Education Research)
• Talking clever in science?: characteristics of group dialogue during a science enrichment programme. 7th November 2006: Fran Riga (University of Cambridge Faculty of Education)
• Learning to reason in the context of socioscientific problems: exploring the demands on students in ‘new’ classroom activities. 17th October 2006. Asa Makitalo (Associate Professor, Department of Education, Goteborg University, Sweden)
• Learning processes and parallel conceptions – learning about the particulate nature of matter. 12th June 2006. Alejandra Garcìa-Franco (Faculty of Education, National University of Mexico)
• Students’ Ideas in Astronomy: science or fiction? 17th March 2006. Fran Riga (University of Cambridge Faculty of Education)
• The Facets of Knowledge that Advanced-level students use when they answer questions about simple D.C. Circuits. 17th March 2006. Philip Anding (University of Cambridge Faculty of Education)
• Secondary students' multiple representations relating to the structure of matter.  11th July 2005. Alejandra Garcìa-Franco (Learning Science Laboratory, National Autonomous University of Mexico - Sponsored by the Royal Society of Chemistry's Chemical Education Research Group)
• Learning Science in Context - does it challenge the most able? 23rd April, 2005. Dr. Vanessa Kind (Univeristy of Durham)
• Challenging the most able pupils to improve the quality and depth of their written explanations in science. The potential of the Thinking Frame approach at Key stages 2, 3, 4 and 5. 23rd April, 2005. Matthew Newberry (Cams Hills Science Consortium)
• Challenging able students through an after school science enrichment programme - early thoughts on the ASCEND project. 5th March, 2005. Dr. Keith Taber and members of the project team (University of Cambridge Faculty of Education)
• How do high achieving students understand the nature of science? 5th March, 2005. Dr. Keith Taber (University of Cambridge Faculty of Education)
• Challenging pupils through talk in the science classroom. 9th October, 2004. Prof. Phil Scott (University of Leeds)
• Insights from science education in New Zealand: can a student-centred constructivist approach work for the gifted and able? 22nd May, 2004. Dr. Richard Coll (University of Waikato, NZ)
• Pigs, sheep and scientific futures: activating children through science. 28th February, 2004: Dr. Ralph Levinson (University of London Institute of Education)
• Challenging pupils through scientific explanations. 18th October, 2003. Dr. Keith Taber (University of Cambridge Faculty of Education)
• The role of asking and responding to questions in challenging science learning. 10th May, 2003. Professor Mike Watts (University of Roehampton)
• Using models and modelling to challenge the most able in science classes. 15th March, 2003: Prof. John Gilbert (University of Reading) and Matthew Newberry (Cams Hill Science Consortium)
• Meeting the needs of the most able in science - What do we know? How do we proceed? 5th October, 2002: Professor John Gilbert (University of Reading); Carrie Winstanley (University of Surrey Roehampton); Sue Muswell (Module-club) & Professor Mike Watts (University of Surrey Roehampton)