Gilles Dowek

How to define a coherent curriculum for K-12: the example of France (ISSEP keynote)

Gilles Dowek is researcher at Inria and at LSV at ENS Paris-Saclay. His research topics are in the areas of the formalization of mathematics (type theory, set theory, etc.), of proof processing systems (proof-checking, automated theorem proving, etc.), of physics of computation, and of the safety of aerospace systems. He teaches Logic and Foundations of proof systems at ENS Paris-Saclay. He has taught the principles of programming languages at École polytechnique.
He leads or participates to various actions to draw the attention of the policymakers to the need of introducing computer science in K-12. He is a member of the joint ITIC group of the Société Informatique de France and the organization Enseignement public & informatique. He has been a member of the Committee appointed by the Ministry of Education to suggest a computer science curiculum for senior high school students, this has lead to an official program published in 2011. He has participated to the report of the Academy of Sciences, Teaching Computing Science in France? Tomorrow can't wait. He is a member of the Scientific board of La main à la pâte. He has participated to the creation of the blog of the Committee on European Computing Education.
Finally, he writes popular science and he is interested in the philosophy of sciences.

Marc J. de Vries

The I in MINT: a tale of two translations (joint WiPSCE/ISSEP keynote)

Marc J. de Vries is professor of Science Education and affiliate professor of Reformational Philosophy of Technology at Delft University of Technology and assistant professor of philosophy of science and technology at Eindhoven University of Technology, both universities in the Netherlands. In the first-mentioned position he is responsible for the teacher training program and supporting research at Delft. Before that he was in charge of a teacher training program for technology teachers at the Pedagogical Technological College (PTH) at Eindhoven. He is currently the editor-in-chief of the International Journal of Technology and Design Education (published by Springer) and member of the editorial board of four other international academic journals. He published several books, among those two monographs: Teaching About Technology: An Introduction to the Philosophy of Technology for Non-Philosophers and 80 Years of Research at Philips, a history of the Philips Research organization. He initiated the international series of conferences called PATT (Pupils’ Attitudes Towards Technology), of which 25 have been held now. His research interests are, among others: philosophy of technology, design methodology, pedagogy of technology and design education, concept learning, and high school engineering.

Raymond Lister

Toward a Developmental Epistemology of Computer Programming (WiPSCE keynote)

Raymond Lister is an Associate Professor in the Faculty of Engineering and Information Technology, University of Technology Sydney. For the last 15 years, his primary research interest has been the study of novice programmers. He has published over 100 papers on aspects of computing education. In 2007, he became a fellow of the Australian Learning and Teaching Council, which was one of eight such fellowships awarded that year to Australian academics, across all disciplines. He has been program chair of the International Computing Education Research Workshop, Koli Calling, and the Australasian Computer Education Conference. For seven years, he was a member and three times committee chair of committees that wrote computing exams that were completed by thousands of year 12 high school students in his Australian state of New South Wales. In the last 5 years, he has used neo-Piagetian theory to develop a framework for understanding the intellectual development of novice programmers.