Rojas Avilez, Lorena
PhD student, admission 2022
Nationality: Chilean
Education: Professor of Chemistry, mention in Natural Sciences and Graduate in Chemistry Education, UMCE, Chile; Master in Didactics of Experimental Sciences, Pontificia Universidad Católica de Valparaíso, Chile.
Introduction: Lorena Rojas Avilez is Professor of Chemistry and Natural Sciences. She has a master's degree in didactics of experimental sciences. She has teaching experience in School Centers and in higher education at undergraduate and postgraduate levels. She has participated in various research projects in the area of initial and continuing teacher training. She is a member of the Chilean Society of Scientific Education. Her lines of interest are teacher training, teacher professional development in collaborative contexts, and science teaching and learning.
About my thesis
Thesis: Professional development of science teachers in different contexts of school-university links.
Project description: Study on the professional development of science teachers in school-university collaboration spaces to address the challenges of the XNUMXst century.
Director: Ainoa Marzabal Blancafort
Line of research: Teacher training and teacher professional development
Publications and presentations
Publications
- Guerrero-Hernández, G., Rojas-Avilez, L., & González-Weil, C. (in press). Critical scientific literacy approach and critical theories in the learning of science outside the classroom. In P. G. Patrick (Ed.), How people learn in informal science environments. Springers.
- Heaven. Rojas-Avilez, L., Camacho-González, J. and Jara-Campos, R. (2018). 1B076 Characterization of professional practice experiences: changes in the didactic model and associated feelings. Tecné Episteme and Didaxis TED, (Extraordinary). Recovered from http://revistas.pedagogica.edu.co/index.php/TED/article/view/8850
- Heaven. Rojas-Avilez, L., Camacho-González, J., Jara-Campos, R. and Órdenes-Guzmán, M. (2017). 1B076 Experiences of the professional practice of chemistry pedagogy students with different training modalities. Tecné Episteme and Didaxis TED. Recovered from https://revistas.pedagogica.edu.co/index.php/TED/article/view/4761
Presentations
- Rojas-Avilez, L. Teaching natural sciences in initial teacher training: project-based learning. IV Congress of the Chilean Society for Scientific Education, La Serena, Chile, November 2021, online modality.
- Rojas-Avilez, L. and Camacho-González, J. Experiences of professional practice: difficulties, accompaniment and feelings experienced by beginning chemistry teachers. XII ENPEC ABRAPEC-Associação Brasileira de Pesquisa em Educação em Ciências, Natal, Brazil, June 2019, face-to-face modality.
- Rojas-Avilez, L., Camacho-González, J. and Jara-Campos, R. Characterization of professional practice: changes in the didactic model and associated feelings. VIII International Congress on Science Teacher Training. Bogotá, Colombia, October 2018, face-to-face modality.
- Rojas-Avilez, L., Camacho-González, J. and Rojas, A. Elements that promote critical-reflexive thinking in professional practice in chemistry teacher training programs. II Congress of SChEC 2017: Science Education for a new citizenship. Santiago, Chile, November 2017. Face-to-face modality.
- Rojas-Avilez, L., Camacho-González, J. and Jara-Campos, R. Changing the didactic model in beginning chemistry teachers: experiences of professional practice. XI National Meeting of Research in Education in Sciences (ENPEC) 2017. Florianópolis, Brazil, July 2017, face-to-face modality.
- Rojas-Avilez, L., Camacho-González, J. and Jara-Campos, R. Characterization of professional practice experiences: beginning chemistry teachers. XV Meeting of Chemical Education, Chemical Education Society. Valparaíso, Chile, January 2017, face-to-face modality.
- Rojas-Avilez, L., Órdenes-Guzmán, M. and Camacho-González, J. Obstacles in the teaching of chemistry: Experiences of professional practice in chemistry pedagogy students with different training modalities”. IX International Congress on Science Didactics and the XIV International Workshop on the teaching of Physics. Havana, Cuba, April 2016, face-to-face modality.
- Rojas-Avilez, L., Camacho-González, J., Jara-Campos, R. and Órdenes-Guzmán, M. (2016). Integration between theory and professional practice of chemistry pedagogy students with different training modalities (poster). VII International Congress on Science Teacher Training. Bogotá, Colombia, October 2016, face-to-face modality.
- Rojas-Avilez, L., Órdenes-Guzmán, M. & Camacho-González, J. Disciplinary, pedagogical and didactic knowledge in action: Experiences of professional practice in chemistry pedagogy students with different training modalities”. First Congress of the Chilean Society of Scientific Education. Santiago and Valparaíso, Chile, November 2015, face-to-face modality.
- Rojas-Avilez, L., Flores-Díaz, Y, Cáceres-Jensen, L., & Rodríguez-Becerra, J. Modeling nonequilibrium flow and transport of diuron on volcanic ash soils using Hydrus-1D and Stanmod (poster). 8th Workshop of computational chemistry and molecular spectroscopy. Punta de Tralca, Chile, October 2012, face-to-face modality.
- Flores-Díaz, Y., Rojas-Avilez, L., & Cáceres-Jensen, L. (2012). Phosphate adsorption-desorption in soils derived from volcanic ash (poster). XI Meeting of Analytical and Environmental Chemistry. Antofagasta, Chile, November 2012, face-to-face modality.
Awarded contests
National Doctorate 2022
Public contest. National scholarship to finance doctoral studies in Chile.
University-school institutional coordination. 2019
Public contest. University-school institutional coordination to strengthen collaborative, two-way work relevant to teacher training and the needs and interests of the binding institutions. University of Santiago, Chile.
Participation in projects
School-university alliance in the training of educators, one year to go
Research line of the program: Teacher training and teacher professional development
Academic: Florencia Gómez
Student: Lorena Patricia Rojas Avilez, support staff
project summary: School-university alliance in the training of educators, generating inclusive practices through collaboration. Funded by the UC School of Education.
Reflection and the construction of the teaching identity, 2022
Research line of the program: Teacher training and teacher professional development
Academics: Carlos Vanegas
Student: Lorena Patricia Rojas Avilez, technical and support staff
Project summary: Reteacher flexion and the construction of identity as the axis of articulation between the practices of initial teacher training and the induction processes of beginning teachers. Fondecyt Project Initiation No. 11221272.
Innovation in teaching and learning in school technical professional training. 2021
Research line of the program: Teacher training and teacher professional development.
Academic: Victor Prades
Student: Lorena Patricia Rojas Avilez, co-investigator.
Project summary: Innovation in Teaching and Learning in School Vocational Technical Training: Professional Learning Communities between the University and the School. Financed by the VIME Fund, University of Santiago de Chile.
Interdisciplinary education: teaching and learning to address the problems of the 2021st century. XNUMX
Research line of the program: Teacher training and teacher professional development.
Academic: Carlos Vanegas
Student: Lorena Patricia Rojas Avilez, co-investigator.
Project summary: The purpose is to consolidate an interdisciplinary teaching model from the collaboration between the university-school, to strengthen student learning and transfer the model to teacher training. Financed by the VIME Fund, University of Santiago de Chile.
Framework Agreement 1758: Between the university and the school. 2019
Research line of the program: Teacher training and teacher professional development.
Director: Lucia Valencia
Student: Lorena Patricia Rojas Avilez, professional.
Project summary: Between the University and the School: a plan for quality and equity in teacher training at the University of Santiago de Chile in collaboration with various educational centers. Institutional project financed by the Ministry of Education.
Institutional improvement plan 1503. 2018
Research line of the program: Teacher training and teacher professional development.
Director: Lucia Valencia
Student: Lorena Patricia Rojas Avilez, professional.
Project summary: Plan to strengthen the initial and continuous training of teachers graduated from the University of Santiago de Chile: a proposal for quality and equity, within the framework of the needs of Chilean education. Institutional project financed by the Ministry of Education.
Women and Sciences. 2015
Research line of the program: School teaching and learning.
Academics: Johanna Camacho
Student: Lorena Patricia Rojas Avilez, assistant.
Project summary: Women and Sciences: We are going to the University of the Transversal Education Program of the University of Chile. Sponsored by the Embassy of Finland, PAR EXPLORA CONICYT and the Faculty of Philosophy and Humanities of the University of Chile.
Experiences of science pedagogy students. 2014
Research line of the program: Teacher training and teacher professional development.
Academics: Johanna Camacho and Marcela Gaete
Student: Lorena Patricia Rojas Avilez, thesis student
Project summary: VID CS SOC 296. Experiences of science pedagogy students about the articulation of disciplinary and pedagogical knowledge. Funded by the University of Chile.
