Harry Collins is an Honorary Professor at UCL Institute of Education. He is an elected Fellow of the British Academy and winner of the Bernal prize for social studies of science. His c25 books cover, among other things, sociology of scientific knowledge, artificial intelligence, tacit knowledge and explicit knowledge, the nature of expertise, Imitation Games and Turing Tests, and technology in sport. His real-time immersive study of the detection of gravitational waves continued for more than 45 years and he has written four books and many papers on the topic. He has worked on the impact on science of the coronavirus lockdown due to the ending of face-to-face conferences and workshops and, with Rob Evans, on the role of science in safeguarding democracy. He is now working on the dangers of Large Language Models in AI.

Ryan Batkie is an Instructor of Physics and Science Education at the University of Pennsylvania. Prior to earning his PhD at the University of Wisconsin-Madison, he taught physics for seven years in urban public high schools in Philadelphia and New York. Through his research he seeks to understand how school science can be reformed to contribute to students’ democratic citizenship. His work has focused specifically on the examination of teachers’ beliefs about their own role in educating citizens about science.

Elizabeth Zodda is a curriculum leader and chair of the Upper School science department at The Shipley School, Bryn Mawr, Pennsylvania. She has two decades of experience teaching a range of science courses to high school students including biology, chemistry and physics. For the past six years she has developed and taught an interdisciplinary course called “Science and the Citizen” which asks students to explore civic issues that involve science while learning about the role of science in society. This is an innovative approach Elizabeth plans to spread to other schools through partnerships in the InSECT project.

Patrick Fullick has many years experience in science curriculum development and in writing books and other teaching materials for young people aged between 13 and 18 years. He was Director of Initial Teacher Education and Director of Advanced Programmes at the University of Southampton, where he also carried out research into the use of online discussions to develop young people's understanding of the nature of science. Whilst at Southampton he was Co-Director of the Science, Education and Ethics Project, funded and supported by the International Council of Scientific Unions (now the International Council for Science), which produced the book Teaching Ethical Aspects of Science as a guide for teachers at school and university level.

Michael Reiss is Professor of Science Education at UCL Institute of Education, Honorary Visiting Professor at the Royal Veterinary College, Honorary Fellow of the British Science Association, a Fellow of the Academy of Social Sciences, and a member of the Nuffield Council on Bioethics. He was the Director of Education at the Royal Society, President of the Society for Science and Religion, and President of the Association for Science Education. After a PhD and post-doc in evolutionary biology, he trained as a secondary teacher and taught in schools for five years before returning to higher education.