Round Table #06

Science Educations facing social and political crises
13 Nov, 2019


Science Educations facing social and political crises

⭐️ Cristiano Mattos (University of São Paulo, Brazil)

Professor Mattos is an associate professor at the Institute of Physics at the University of São Paulo (Brazil), and his main research focus is on the cultural-historical activity theory to deal with dialogic interaction in science classes and initial teacher training. He is currently interested to introduce complex system theories to model meaning negotiations in concept learning.

⭐️ Katerina Plakitsi (University of Ionnina, Greece)

Professor Plakitsi, ISCAR President, is a full professor of Science Education at the University of Ioannina and Head of the Early Childhood Department. She does research in Educational Assessment, Teacher Education and Teaching Methods. Professor Plakitsi's main researching interests are: Science Education in Early Childhood, Formal and Informal Science Education and Cultural Historical Activity Theory applied in Science Education. Professor Plakitsi has many books in Greek and in English and has published in different international academic journals. She is member of many scientific committees in National and International Conferences. She is also the founder of the ISCAR-STEM Thematic Section and the principal investigator of the @formal and informal science education group (@fise group).

⭐️ Sylvie Barma (Laval University, Canada)

Professor in the department of studies on teaching and learning at Laval University and director of CRIRES, Sylvie Barma is interested in science and technology teachers who question and renew their didactic practice. After a long experience as a science teacher in high school, she participated in the drafting of Quebec Science and Technology and Technology and Scientific Applications programs for four years. Her experiences as a practitioner and as a curriculum writer are now being used as part of her research. These focus on the contextual and systemic dimension of educational innovation in teaching and on the development of 21st-century digital skills in science classrooms.

⭐️ Juliano Camillo (Federal University of Santa Catarina, Brazil)

Professor Camillo is currently a professor at the Federal University of Santa Catarina (UFSC), he works in the undergraduate course of Environment Education - Natural Sciences and Mathematics - and in the Postgraduate Program in Scientific and Technological Education (PPGECT). Professor Camillo has a degree in Physics from the State University of Campinas (UNICAMP) and a master and doctorate by the Graduate Program Interunits in Science Teaching - Physical Modality of the University of São Paulo (USP). His research areas are: Language and Cognition, Activity Theory, Science Education and Human Development and Philosophy of Science Education.

⭐️ Isabel Martins (Federal University of Rio de Janeiro, Brazil)

Professor Martins holds a degree in Physics by the Federal University of Rio de Janeiro, and a Doctorate in Education by the University of London. She is currently a Full Professor at the NUTES (UFRJ) - Language and Mediation Laboratory -, director of NUTES (UFRJ), editor of the electronic journal "Ciência em Tela", and a lead editor of the journal Cultural Studies in Science Education (Springer). She works in the Federal University of Rio de Janeiro at the Graduate Education Program in Science and Health, advising students in the postdoctoral, doctoral, masters, scientific initiation (undergraduates) and extension research programs, she also coordinates national and international research projects funded by CNPq, FAPERJ, CAPES, and European agencies. Her research interests focus on the relationship between languages ​​and science education, with special reference to studies on processes of production, circulation and discursive reception in spaces of education and scientific dissemination. Recent publications include analyzes of science textbooks, the role of images in science education and communication, and the processes of discursive appropriation of curriculum discourses and science education research in educational contexts identified with practices that foster scientific literacy.