CV Lattes
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Universidade de São Paulo (USP). Instituto de Química de São Carlos (IQSC) (Institutional affiliation for the last research proposal) Birthplace: Brazil
Salete Linhares Queiroz holds a BSc in Industrial Chemistry from the Federal University of Ceará (1988),javascript:void(0) an MSc in Chemistry from the Federal University of São Carlos (1991), a PhD in Chemistry from the São Paulo State University (1996) and Post-doctorate degrees in Education from the University of Campinas (2001) and Pennsylvania State University (2009). She has a research productivity scholarship from CNPq and is coordinator of the Postgraduate Diploma Course in Teaching Methods in Natural Sciences (lato sensu) at the University of São Paulo (USP). She is also Director of the Scientific and Cultural Dissemination Centre at USP (CDCC/USP), editor of the Química Nova na Escola (SBQ) journal and a lecturer at the São Carlos Institute of Chemistry (USP), where she coordinates the Chemistry Teaching Research Group. She has supervised 25 master´s students and 13 doctorate students, who have all graduated. She has experience in Education, especially Chemistry Education, working mainly on the following research areas: language, new technologies and state-of-the art in Chemistry Education. (Source: Lattes Curriculum)
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Inscriptions are defined as visual representations of material inherently developed during scientific tasks, such as graphs, photographs, tables, equations, maps, schematics, etc. Among them, and of particular interest for this research, are chemical inscriptions. Given the importance of inscriptions, both for scientific communication and for science teaching, and that they are often foun…
Scientific communication, both written and oral, is the cornerstone of success in chemistry higher education. In this project, we focus on the processes of retextualization on oral academic exposure (OAC). We aim to investigate how undergraduate chemistry students appropriate of the discourse of others in the production and retextualization of OAC, mediated by didactic sequences (DS). We …
Recently, various authors have called attention to the significance of argumentation to science education. Unfortunately, opportunities are rare in typical classrooms for students to engage in scientific argumentation. It is therefore not surprising that a great deal of research has been devoted to the development of new curricula, instructional practices, and technology-enhanced learning…
(Only some records are available in English at this moment)
Although argumentation is key in scientific processes, it still receives minor attention in school science and that students are given few opportunities to engage argumentation practices. The present project aims to develop and analyze didactic activities in chemistry at a higher education level (online Science Communication Course implemented in the Tidia platform) that promote the elabo…
Argumentation is a desirable skill to the exercise of citizenship. Therefore, its implementation in Science education has been gaining increasing support of researchers in the area, portrayed by a broad academic production on the subject developed in recent decades that underline the urgent for studies that organize and systematize such knowledge. This project aims to investigate the nati…
Public Communication of Science (PCS) has a fundamental role in the science dissemination in society. However, it is necessary that the authors engaged in PCS have adequate instruction to do it, in order to avoid the dissemination of pseudoscientific information and the perpetuation of an ineffective communication between researchers and the community. In view of the scarce availability o…
(Only some records are available in English at this moment)
The use of argumentation in science education can promote students' critical thinking, reflection, and evaluation of evidence. The purpose of this project is to map out academic production in the form of theses and dissertations on the topic of argumentation in chemistry education, submitted to Graduate Programs in Chemistry, Education, and Teaching in Brazil (CAPES areas 4, 38, and 46), …
School science teaching has traditionally been focused on the content of science. However, recent debates about science education emphasize the importance of the nature of science and the process of argument. In order to change the emphasis in teaching science to incorporate argumentation, teachers need to adopt more dialogic approaches that involve students in discussion, and to consider…
Recently, various authors have called attention to the significance of argumentation to science education. Unfortunately, opportunities are rare in typical classrooms for students to engage in scientific argumentation. It is therefore not surprising that a great deal of research has been devoted to the development of new curricula, instructional practices, and technology-enhanced learning…
(Only some records are available in English at this moment)
In this post doctorate research internship project, we will study, together with Prof. Dr. Armin Weinberger (Saarland University), the perceptions of Pre-service teachers on argumentation and its integration into science teaching. This investigation is related to the project "Teaching Practice in Chemistry Course: Space for Preservice Teachers' Argumentative Knowledge Construction" (FAPES…
| 17 / 8 | Completed research grants |
| 4 / 4 | Ongoing scholarships in Brazil |
| 7 / 4 | Completed scholarships in Brazil |
| 2 / 1 | Completed scholarships abroad |
| 30 / 17 | All research grants and scholarships |
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(References retrieved automatically from Web of Science and SciELO through information on FAPESP grants and their corresponding numbers as mentioned in the publications by the authors)
| Publications | None |
| Citations | None |
| Cit./Article | None |
| Data from Web of Science | |
JANE RAQUEL SILVA DE OLIVEIRA; SALETE LINHARES QUEIROZ. Textos científicos de autoria de graduandos em química: análise dos professores. Química Nova, v. 37, n. 9, p. 1559-1565, 2014. (11/06555-9)
JANE RAQUEL SILVA DE OLIVEIRA; SALETE LINHARES QUEIROZ. COMUNICAÇÃO CIENTÍFICA NO ENSINO SUPERIOR DE QUÍMICA: UMA REVISÃO. Química Nova, v. 38, n. 4, p. 553-562, Maio 2015. (11/06555-9)
SÁ, LUCIANA PASSOS; QUEIROZ, SALETE LINHARES. Promovendo a argumentação no ensino superior de química. Química Nova, v. 30, n. 8, p. 2035-2042, 2007.
SÁ, LUCIANA PASSOS; FRANCISCO, CRISTIANE ANDRETTA; QUEIROZ, SALETE LINHARES. Estudos de caso em química. Química Nova, v. 30, n. 3, p. 731-739, 2007.
LUCIANA MASSI; GELSON RIBEIRO DOS SANTOS; JERINO QUEIROZ FERREIRA; SALETE LINHARES QUEIROZ. Artigos científicos como recurso didático no ensino superior de Química. Química Nova, v. 32, n. 2, p. 503-510, 2009.
JANE RAQUEL SILVA DE OLIVEIRA; ALZIR AZEVEDO BATISTA; SALETE LINHARES QUEIROZ. Escrita científica de alunos de graduação em química: análise de relatórios de laboratório. Química Nova, v. 33, n. 9, p. 1980-1986, 2010.
PATRÍCIA FERNANDA DE OLIVEIRA CABRAL; NILCIMAR DOS SANTOS SOUZA; SALETE LINHARES QUEIROZ. CASOS INVESTIGATIVOS PARA A PROMOÇÃO DA CSCL NO ENSINO SUPERIOR DE QUÍMICA. Química Nova, v. 40, n. 9, p. -, Set. 2017. (12/05437-5)
PATRÍCIA FERNANDA DE OLIVEIRA CABRAL; KEILA ANGÉLICA PERON; SALETE LINHARES QUEIROZ. EXPOSIÇÃO ORAL NO ENSINO SUPERIOR DE QUÍMICA. Química Nova, v. 42, n. 2, p. 221-231, Fev. 2019. (16/20073-0)
ARIANE BAFFA LOURENÇO; JERINO QUEIROZ FERREIRA; SALETE LINHARES QUEIROZ. Licenciandos em química e argumentação científica: tendências nas ações discursivas em sala de aula. Química Nova, v. 39, n. 4, p. 513-521, Maio 2016. (13/21525-4)
SALETE LINHARES QUEIROZ; LUCIANA NOBRE DE ABREU FERREIRA. Traços de cientificidade, didaticidade e laicidade em artigos da revista 'Ciência Hoje' relacionados à química. Ciência e Educação, v. 19, n. 4, p. 947-969, 2013. (08/10577-5)
LUCIANA NOBRE DE ABREU FERREIRA; SALETE LINHARES QUEIROZ. Artigos da revista Ciência Hoje como recurso didático no ensino de química. Química Nova, v. 34, n. 2, p. 354-360, 2011. (08/10577-5)
JANE RAQUEL SILVA DE OLIVEIRA; SALETE LINHARES QUEIROZ. A retórica da linguagem científica: das bases teóricas à elaboração de material didático para o ensino superior de Química. Química Nova, v. 35, n. 4, p. 851-857, 2012. (11/06555-9)
MIKEAS SILVA DE LIMA; SALETE LINHARES QUEIROZ. MODELO SEMIÓTICO DE LEITURA DE INSCRIÇÕES: APLICAÇÃO NA EDUCAÇÃO EM QUÍMICA. Química Nova, v. 43, n. 7, p. 987-997, Jul. 2020. (18/23809-3, 18/23819-9)
(References retrieved automatically from State of São Paulo Research Institutions)
SOUZA, Nilcimar dos Santos. Argumentação colaborativa mediada por computador no ensino superior de química. Tese (Doutorado) - Instituto de Química de São Carlos. Universidade de São Paulo (USP). São Carlos. (12/05437-5)
MASSI, Luciana. Contribuição da iniciação científica na apropriação da linguagem científica por alunos de graduação em Química. Dissertação (Mestrado) - Instituto de Química de São Carlos. Universidade de São Paulo (USP). São Carlos. (05/57244-2)