Tenured Scholars
Marzabal, Ainoa
Associate Professor
PhD in Didactics of Experimental Sciences. Her work focuses on the transformation of science education, through inclusive teaching practices, which contribute to the formation of an active and critical citizenry, committed to current socio-scientific and environmental challenges.
Main areas of study: science education; science teacher training; teaching and learning chemistry.
Education
| Job title | Institution that grants it | Year |
|---|---|---|
| Bachelor of Chemistry | Autonomous University of Barcelona | 2004 |
| Physics and Chemistry teacher | Autonomous University of Barcelona | 2005 |
| Doctor in Didactics of Experimental Sciences | Autonomous University of Barcelona | 2009 |
Research Projects
| Year | Type | Name | Role |
|---|---|---|---|
| 2021 | basal center | Cabo de Hornos International Center for Global Change Studies and Biocultural Conservation. | Associate Researcher |
| 2021 | Regular Fund | Science for citizenship in professional technical education: design of teaching and learning sequences based on models with immersive technologies | Co Investigator |
| 2019 | Regular Fund | Learning trajectories in Chemistry: characterizing the evolution of the matter, chemical change and thermodynamic models based on evidence of the performance of high school students in didactic sequences oriented towards modeling. | Principal Investigator |
| 2016 | Regular Fund | Characterization of the professional development of science teachers in the appropriation of a didactic model with elements of inquiry to promote the development of scientific competencies in Chilean students | Principal Investigator |
Publications
Articles
Author
Year
Title
Magazine
Volume
Pages
DOI
Ainoa Marzábal, Virginia Delgado, Patricia Moreira, Cristian Merino, Valeria M Cabello, Franklin Manrique, Macarena Soto, Luigi Cuellar, Daniel Izquierdo
2021
The matter, chemical reaction and thermodynamic models as structuring nuclei of a school chemistry oriented to citizen education
Chemistry Education
32 (4)
109-121
Luigi Hawer Cuellar Fernández, Ainoa Marzábal Blancafor
2020
Views of high school students on the Nature of Science in discussion environments, when biographies are incorporated into science class
Eureka Journal on Science Teaching and Dissemination
17 (3)
3102
Ainoa Marzabal, Cristian Merino, Patricia Moreira, and Virginia Delgado.
2019
Assessing Science Teaching Explanations in Initial Teacher Education: How Is This Teaching Practice Transferred Across Different Chemistry Topics?
Research in Science Education
49 (4)
1107-1123
Patricia Moreira, Ainoa Marzabal, and Vicente Talanquer.
2019
Investigating the effect of teacher mediation on students expressed reasoning
Chemistry Education Research and Practice
20 (3)
606-617
Patricia Moreira, Ainoa Marzabal, and Vicente Talanquer.
2019
Using a mechanistic framework to characterize chemistry students' reasoning in written explanations
Chemistry Education Research and Practice
20 (1)
20-131
Ainoa Marzabal, Virginia Delgado, Patricia Moreira, Lorena Barrientos, Jeannette Moreno
2018
Pedagogical content knowledge of chemical kinetics: experiment selection criteria to address students' intuitive conceptions
Journal of Chemical Education
95 (8)
1245-1249
Books
Author
Year
Title
Publishing
DOI/Url
Marzabal, A. & Merino, C.
2021
Research in Science Education in Chile. Where are we and where are we going?
University Editions of Valparaíso
Book chapters
Author
Year
chapter title
Editors
Book Title
Pages
Publishing
DOI/Url
Mercè Izquierdo, Ainoa Marzabal, Cristian Merino, Valeria Cabello, Patricia Moreira, Luigi Cuellar, Virginia Delgado, Franklin Manrique, Macarena Soto
2022
Discursive Practices in Initial Science Teacher Education
Luft, Julie; Jones, M. Gail
Handbook of Research on Science Teacher Education
Routledge
Reports
Author
Year
Title
Publishing
DOI/Url
Jennifer Adams, Lucy Avraamidou, Dury Bayram Jacobs, Saouma B. Boujaoude, Lynn Bryan, Andri Christodoulou, Digna Couso, Anna T. Danielsson, Justin Dillon, Maria Evagorou, Martin Goedhart, Nam-Hwa Kang, Ebru Kaya, Shakhnoza Kayumova, Johanna Larsson, Sonya N. Martin, Maria Martinez-Chico, Ainoa Marzabal, ER Savelsbergh, Christina Siry, Bart van de Laar, Arjen Wals, Bing Wei, Sara Dombkowski Wilmes, Carla Zembal-Saul
2018
The role of science education in a changing world
NIAS Lorentz center
Teaching and training of researchers
| Course name | Sigla |
|---|---|
| Development of Scientific Thinking Skills | ECM201Q |
| Development of Scientific Practices to Teach Chemistry | ECM400Q |
| Challenges in the Teaching and Learning of Chemistry | ECM300Q |
| Course name | Sigla |
|---|---|
| Modeling-oriented science teaching | EDU3883 |
| Thesis project I | EDU4224 |
| Year | Type | Name | Student |
|---|---|---|---|
| 2019 | PhD | Chemical reasoning in the classroom. Characterization of the chemical reasoning that underlies the individual and collective explanations built by high school students on the topic of solutions | Patricia Moreira |
Commitment
Management Responsibilities at the Faculty or University
2023-present: Director of Interfaculty Pedagogy
2021-2023: Director of Academic Development, Faculty of Education
2020-2021: Director of Research, Faculty of Education
Impact
2020-2021: Development of Initial Training Standards for Secondary Education Teachers in Chemistry
