Bio:
I started my academic career as a PhD student in Thermochemistry in 2002, at the University of Lisbon, Portugal. For the next decade, I conducted research in photoacoustic calorimetry, structural characterisation of biomolecules through IRMPD, FT-ICR MS and computational chemistry; and I taught both under-graduate and post graduate courses in chemistry and biochemistry. Much of this work was conducted at Ecole Polytechnique and Universite d’Evry in France.
With time, I became more and more interested in education and after a two-year gap, I began my career as an educational researcher and an educator. In 2012, I joined the Freudenthal Institute (University of Utrecht, Netherlands) doing research in curriculum development in science education (systems thinking, sub-micro-meso-macro thinking, and particle models). In 2014, I joined King's College London as a research associate investigating classroom assessment, inquiry-based learning, and teacher education. Finally, in 2019, I joined UCL-IoE as a lecturer in education, where I conduct research and teach education and educational assessment at post-graduate level. Today my research interests focus on classroom assessment, assessment identity construction and student narratives, science education, and teacher education.
Research and Teaching in Science Education:
Since 2014, I have been working collaboratively with primary and secondary science and mathematics teachers researching formative assessment and IBL, and practical work in science. For more details see ASSISTME and PASS projects on my web page (
https://iris.ucl.ac.uk/iris/browse/profile?upi=ACDIA68).
In 2016-2019, I taught at the PGCE Science program at King's College London, sessions related to formative assessment, IBL, and practical work.
