- Óscar Barberá Marco oscar.barbera@uv.es
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Analysis of the biology curriculum.
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Theory of evolution and biology teaching.
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Conceptual inventories in biology.
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The concept of Nature.
- María Calero Linares maria.calero@uv.es
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Education for sustainability and teacher training.
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Non-formal education in science teaching.
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José R. Cantó Domenech J.Rafael.Canto@uv.es
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Teaching and learning science in Preschool Education.
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Neurodidactics: application of the results of neuroscience to teaching.
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Didactics of astronomy.
- Carlos Caurín Alonso carlos.caurin@uv.es
- Environmental education.
- Analysis and modification of attitudes in science.
- Health and emotional education: applications in the school setting.
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Anna Esteve Anna.Esteve@uv.es
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Inquiry-based science teaching in Primary and Secondary Education.
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Design and evaluation of science teaching sequences.
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Use of ICT in science teaching.
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Climate literacy.
- Yolanda Echegoyen Yolanda.Echegoyen@uv.es
- Creativitat en entorns educatius.
- Creences del professorat sobre les ciències.
- Actituds mediambientals i sobre sostenibilitat en docents i discents.
- Anàlisi de materials didàctics.
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Ignacio García Ferrandis Ignacio.Garcia-Ferrandis@uv.es
- The perception of the immediate environment in Preschool and Primary Education. Environmental Education.
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Amparo Hurtado amparo.hurtado@uv.es
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Research in educational innovation: concept, methodological strategies and evaluation.
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Ecodidactic gardens and landscape didactics.
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New technologies applied to science teaching.
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Óscar Raúl Lozano oscar.lozano@uv.es
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Use of recreational science in science teaching.
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Science teaching and learning in Preschool Education.
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Health education.
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Olga Mayoral García-Berlanga olga.mayoral@uv.es
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Environmental, sustainability and health education.
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Teaching and learning science in the natural environment (education outside the classroom).
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Inquiry-based science education.
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Critical thinking and socio-scientific issues.
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Didactics of botany.
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Carlos Gómez carlos.b.gomez@uv.es
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Solving Mathematical and Scientific Problems: Comprehension and Transfer.
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School Science Creativity.
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Technological literacy.
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Enric Ortega Enric.Ortega@uv.es
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Evaluation as an instrument to improve the learning and teaching process of Physics and Chemistry.
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AI applications for the improvement of the evaluation process in Physics and Chemistry
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STEAM: design and implementation of cross-disciplinary projects in Science and other disciplines.
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Rafael Palomar Fons rafael.palomar@uv.es
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Pseudosciences in science classes.
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Cosmology and Astronomy in Secondary and Primary Education.
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Learning difficulties and the design and evaluation of science teaching sequences.
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Héctor Pérez Celada hector.perez@uv.es
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Competence-based approach to teaching.
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Project methodology, PBL, flipped classroom, etc.
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Use of ICT in teaching proposals.
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Webquest, sequences based on ICT tools, etc.
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Tatiana Pina Tatiana.Pina@uv.es
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Environmental and sustainable education.
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Teaching and learning science in the natural environment (education outside the classroom).
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Inquiry-based science education.
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Critical thinking and socio-scientific issues.
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Teaching entomology.
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Mª Francisca Petit Pérez m.francisca.petit@uv.es
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Cinema, TV series and literature in science teaching.
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Learning difficulties and the design and evaluation of science teaching sequences.
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Scientific models using embodiment in science teaching.
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Vicente Sanjosé López vicente.sanjose@uv.es
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Problem-solving in science.
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Cognitive models in the analysis of science learning tasks.
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Scientific creativity: conceptions, variables and instruments.
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Comprehension and comprehension control in science.
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Epistemological beliefs in science learning and their relationships.
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Cristina Sendra Mocholí cristina.sendra@uv.es
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Integrating the curriculum: science, art and literature in Preschool Education.
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Nature in Preschool Education: school spaces and their environment.
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History of science teaching in Spain.
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Joan Josep Solaz Portolés Joan.Solaz@uv.es
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Problem-solving in science.
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Cognitive models in the analysis of science learning tasks.
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Scientific creativity: conceptions, variables and instruments.
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Comprehension and comprehension control in science.
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Epistemological beliefs in science learning and their relationships.
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Jordi Solbes Matarredona jordi.solbes@uv.es
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Critical thinking and socio-scientific issues.
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Inquiry-based science education.
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Use of Science, Technology, STS Society and the history of science in teaching.
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Science teacher training. Proposals for improvement.
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Neurosciences applied to science education.
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Science teaching by modelling using embodiment.
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Marta Talavera Ortega marta.talavera@uv.es
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Health education.
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Creativity and learning styles in science.
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Gender and health research.
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Emotional education and conflict resolution.
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Sandra Tierno sandra.tierno@uv.es
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Teaching of science through inquiry in Early Childhood, Primary, and Secondary Education.
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Training in science for Early Childhood and Primary Education teachers.
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Use of new technologies in the teaching of experimental sciences.
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Paula Tuzon Marco paula.tuzon@uv.es
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Didactics of modern physics
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Inquiry-based science education
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Models, modelling and embodiment in science education
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Complex systems in science education, complex networks
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Javier Verdugo Jose.J.Verdugo@uv.es
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Science Teacher Education: Teaching Conceptions and Didactic Content Knowledge.
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Scientific and technological literacy of citizens.
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Neuroscience applied to science education.
