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 27 masters students and 15 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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Recent work has shown the relevance of argumentation in higher education in chemistry. Even so, few actions lead to the practice of argumentation by undergraduates, mainly in the written modality. In this perspective, the project has as its general objective the analysis of the quality of argumentative writing in texts written by undergraduate chemistry students, who will participate in a…
Currently, in the area of science education, there is a consensus on the understanding of the relevance of developing argumentation skills, considering that this encourages, among other aspects, the construction of knowledge. Most of the investigations carried out in the area take students' oral or written arguments as their object of study, without considering the multimodal manifestatio…
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 …
(Only some records are available in English at this moment)
Scientific activity was brought to the forefront in a way seldom seen in the history of humanity during the Covid-19 pandemic when the dissemination of research results through the media was a daily occurrence. This scenario drew attention to the importance of scientists' communication skills, not only when addressing peers and funding agencies, but also with the general population and pu…
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…
Graphicacy can be understood as the knowledge of dealing with inscriptions, which are visual representations, such as graphs, photographs, maps, diagrams, schematics, equations and tables, which depict objects and phenomena of the study of Science. Just as there are many difficulties encountered by students in reading and interpreting inscriptions, their participation in argumentative dis…
(Only some records are available in English at this moment)
The aim of this research internship project abroad is to study the interactions of undergraduate chemistry students with inscriptions on slides used in oral presentations on interrupted case studies that address environmental issues with the collaboration of Dr. Lilian Pozzer (University of Manitoba). This investigation is related to the project "Graphicacy and Argumentation in Undergradu…
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…
| 1 / 1 | Ongoing grants |
| 18 / 9 | Completed research grants |
| 1 / 1 | Ongoing scholarships in Brazil |
| 10 / 7 | Completed scholarships in Brazil |
| 3 / 2 | Completed scholarships abroad |
| 33 / 20 | All research grants and scholarships |
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CV Lattes
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