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info@congresoenseciencias.org
1. How to reduce the gap between research and teaching practices?
- Mercedes Martínez Aznar (Complutense University of Madrid)
2. What science education is relevant in the current scientific context?
- Antonio De Pro (University of Murcia)
3. What science education is relevant in our contemporary world?
3 a) What science education is relevant in a technological world?
- Javier Perales (University of Granada)
3 b) What science education is relevant for a world in continuous decline?
- Mercé Junyent (Autonoma University of Barcelona)
Line 1: Science education in formal contexts in Pre-school and Primary Education
- Rosa Martín del Pozo (Complutense University of Madrid).
- Emilio Solís (University of Seville).
Line 2: Science education in formal contexts in Secondary Education
- Antonio De Pro (University of Murcia).
- Jordi Solbes (University of Valencia).
Line 3: Science education in non-formal, informal and virtual contexts
- Fanny Angulo (University of Antioquía, Colombia).
- Marta Romero (University of Jaén).
Line 4: Science education at university
- Jenaro Guisasola (University of Basque Country).
- Javier Perales (University of Granada).
Line 5: Initial and ongoing training of teachers of Pre-school and Primary Education
- M. Jose Gil Quilez (University of Zaragoza).
- Cristina Martínez Losada (University of Coruña).
Line 6: Initial and ongoing training of teachers of Secondary Education and Professors
- Digna Couso (University of Barcelona).
- Rafael López-Gay (University of Almeria).
Line 7: Environmental education
- Michaela Mayer (Italy).
- Amparo Vilches (University of Valencia).
Line 8: History and nature of science
- Agustín Adúriz-Bravo (University of Buenos Aires, Argentina).
- Fátima Paixao (Escola Superior de Educação, Portugal).
Line 9: Learning science. Cognitive, emotional and social factors
- Vicente San José (University of Valencia).
- Mª Ángeles de las Heras (University of Huelva).
Line 10: Learning progressions and modelling
- Alma Adrianna Gómez (Monterrey, Mexico).
- José María Oliva (University of Cadiz).
Line 11: Language and scientific argumentation
- Isabel Martins (NUTES, Brazil).
- Blanca Puig (University of Santiago de Compostela).
Line 12: Science education in context and social scientific controversies
- Ángel Blanco (University of Málaga).
- Isabel Martins (University of Aveiro, Portugal).
Line 13: Interdisciplinarity, globalization and complexity
Antonio Carlos Rodrigues de Amorim (Universidade Estadual de Campinas, Brasil).
Line 14: Design, implementation and assessment of programs and educational proposals
- Jaume Ametller (University of Gerona).
- Bartolomé Vázquez Bernal (University of Huelva).
Line 15: Science education and gender
- Ana Dumrauf (CONICET, Argentina).
- Teresa Nuño (University of the Basque Country). Coordinators’ line