Biographical summary

Summary

I am a titular university professor on Experimental Sciences Didactics in the Science Education Faculty at the Autonomous University of Barcelona (UAB), in Catalonia, Spain. After earning the bachelor’s in Chemistry (1979) and teaching middle and secondary general science, chemistry and physics  I earned a master’s degree in Inorganic Chemistry at the Universitat Autònoma de Barcelona (1981) and a PhD in Science Education (1990) at the University of Georgia, Athens, USA thanks to a Fulbright-La Caixa scholarship. At present I teach science education and environmental education university courses offered in pre-school and primary teacher education undegraduate programs, as well as science education research courses offered at the master and doctoral levels. I am the coordinator of the Official Master of Research in Education Specialty in Science Education at the UAB, and the coordinator of two research groups Gresc@ (Education for Sustainability, School and Community) and SGR - LICEC (Research Group on Language and Context in Scienciphic Education). I regularly collaborate with municipalities to innovate in education for sustainability at the school level. My research and innovation interests are strongly interdisciplinary and focus on early science teacher education for sustainability, classroom discourse and critical literacy in multilingual science learning environments, and school/community development in education for sustainability. I am a member of ESERA (European Association of Research in Science Education) and of ENSI (Environmental and School Initiatives) and have been the national coordinator of several European network projects EU funded on EE and ESD such as SEED, CSCT, SUPPORT, and CoDeS.  I have served in the editorial board of the first leading Spanish, Portuguese and Latin American science education research journal Enseñanza de las Ciencias and at present I serve at the editorial board of the Cultural Studies of Science Education. My most recent international publication is Espinet, M., Junyent, M., Amat, A. & Castelltort, A. (2014). Moving schools towards ESD in Catalonia, Spain: The tensions of a change. En R. Jucker & R. Mathar (Eds.). Schooling for Sustainable Development in Europe. Switzerland: Springer International Publishing, 117-199.


Extended summary (January 2015)

My scientific trajectory has been developed following two interconnected research lines: (a) the Environmental Education and (b) the Scientific Education and Language. My scientific trajectory started in USA in the Science Education Department form the University of Georgia, where I obtained the doctorate in 1990 with a Fullbright-LaCaixa grant, and with research assistantship from the University of Georgia. My scientific task which started in USA, continued in the Autonomous University of Barcelona, where I developed my scientific career in the Mathematics and Experimental Sciences Didactics Department in the frame of a research group led by Neus Sanmartí and Mercè Izquierdo, at this moment Emeritus professors from UAB.

A.     The Environmental Education research line I have developed started with the coordination of the project “Proyecto Agua” on teachers’ training about environmental education related with water, financed by the DGXI from the EU the 1994 and from which I was the principal investigator and in which groups from 5 European countries collaborated. The research continued in the teachers’ competencies development field in education for sustainable development, and for the study of school cases and their relation with the community in order to promote the local sustainable development especially through agroecology and school agroecology. This work field has produced many yields among which I highlight the following contributions: (a) Participation in 6 European competitive projects with the following type of participation: general coordinator in 1 project (Proyecto Agua), national PI in 4 projects (SEED, SUPPORT, CSCT, and CoDeS), and research member in 1 project (Red ACES Programa Alfa); (b) Participation in 5 national or Catalan competitive research projects as a research member financed by the Ministerio, Generalitat de Catalunya or the UAB; (c) Participation as an assessor in a project financed by the CnPQ of Brazil; (d) Participation in 2 research groups: group SGR2009Complex as a research member, and GRESC@ recognized by the UAB as a PI. The result of this work has culminated recently in the publication in 2014 of a chapter in a book from the collection Schooling for Sustainable Development from the Springer Publisher, and in the selection as a member from the editorial board from the collection Environmental Discourses in Science Education from the International Springer Publisher.

B.     The research line in Scientific Education and Language has been characterized by the comprehension of the language role in the different languages in the development of the scientific competences and the scientific education thanks to the use of theoretical and methodological frameworks of sociocultural orientation. The research is focused currently in the identification of multilingual learning contexts for the learning of sciences in English, both in the compulsory schooling and in the teacher training levels. I highlight the most important contributions I have provided in this research line: (a) Participation in 21 competitive, national and Catalan research projects, financed by the Ministerio de España or the Generalitat de Catalunya with the following type of participation: PI in 4 projects and research member in 17 projects. The result of this work has culminated lately in the publication in 2012 of a chapter on the role of language in scientific modelling, in the Second International Handbook of Research in Science Teaching, which gathers the condition of the research in sciences didactics at an international level during the last 10 years. It has also culminated in the recognition of the research group SGR2014 from the LICEC group from which I am the principal investigator.

These two research lines have provided the following results: (a) Formative research activities such as the direction of 6 doctoral theses read, the direction of 6 doctoral theses in process of realization, the direction of 22 final master theses defended, and the direction of 13 final Bachelor degree defended. I have participated as invited lecturer and as tutor in the last two doctorate schools promoted by the European Science Education research Association (ESERA Summer School 2012 and 2014); (b) Diffusion of the research results to congresses, 255 contributions to seminars and congresses can be highlighted from which 150 are international and 105 are national. In the last five years I have realized an average of 16 contributions per year to congresses, 10 of whom are international. The international congresses include the most important at the European and global level in both lines such as the WEEC Global Congress (World Environmental Education Congress), the NARST Congress in the USA (National Association of Research in Science Education), or the ESERA congress (European Science Education Research Association) although I have also participated in the Iberoamerican, Spanish and Catalan most important congresses about environmental education  and scientific education; (c) Realization of 132 publications, 27 of which appear in index magazines, 59 book chapters and 40 publications derivated from congresses. Currently I direct two research groups, SGR2014LICEC and the GRESC@ group, recognized by the UAB. I have obtained 4 research periods by the ANECA, the last one in effect, and I am part of the editorial board from the magazines Cultural Studies of Science Education (USA) and Enseñanza de las Ciencias (Spanish).

Campus d'excel·lència internacional U A B