New Perspectives in Science Education
Haira Emanuela Gandolfi
Institution: Institute of Education - University College London
Country: United Kingdom
Haira Emanuela Gandolfi is a PhD candidate at the University College London – Institute of Education.
Haira trained as a Food Technician at secondary school and achieved a double degree – in Industrial Chemistry and Chemistry Teaching – at the University of Campinas (Brazil) in 2010. She concluded her Master’s degree on History of Science and Science Education at the same university in 2014, presenting a dissertation that investigated the relevance of History of Science to the teaching of Nature of Science in secondary schools, using the development of Chemistry during the Colonial period in Brazil as a case study.
Before moving to London to pursue her PhD, Haira worked as a Chemistry and Industrial Chemistry teacher in Brazil for seven years, teaching at different types of schools and levels – Secondary, Post-Secondary and Vocational.
Her current PhD investigation aims at exploring and understanding the value of a post-colonial and intercultural approach towards History of Science to the teaching about Nature of Science. In order to do that, she is investigating students’ views about scientists and how scientific knowledge is constructed, and working alongside secondary school teachers in London to develop science lessons that incorporate examples of scientific development from peripheral cultures and societies, while also fostering discussions about Nature of Science.
Besides her current experience with science teachers and students at English secondary schools, Haira has also acted as a Post-Graduate Teaching Assistant in different courses related to History, Philosophy and Sociology of Science, and Science Education. She is also a volunteer at the Science Museum in London, and one of the organisers of the Science Education Group at the UCL Institute of Education.
Areas of expertise: History, Philosophy and Sociology of Science, Nature of Science, Secondary Science Curriculum, Postcolonial Science.
Haira trained as a Food Technician at secondary school and achieved a double degree – in Industrial Chemistry and Chemistry Teaching – at the University of Campinas (Brazil) in 2010. She concluded her Master’s degree on History of Science and Science Education at the same university in 2014, presenting a dissertation that investigated the relevance of History of Science to the teaching of Nature of Science in secondary schools, using the development of Chemistry during the Colonial period in Brazil as a case study.
Before moving to London to pursue her PhD, Haira worked as a Chemistry and Industrial Chemistry teacher in Brazil for seven years, teaching at different types of schools and levels – Secondary, Post-Secondary and Vocational.
Her current PhD investigation aims at exploring and understanding the value of a post-colonial and intercultural approach towards History of Science to the teaching about Nature of Science. In order to do that, she is investigating students’ views about scientists and how scientific knowledge is constructed, and working alongside secondary school teachers in London to develop science lessons that incorporate examples of scientific development from peripheral cultures and societies, while also fostering discussions about Nature of Science.
Besides her current experience with science teachers and students at English secondary schools, Haira has also acted as a Post-Graduate Teaching Assistant in different courses related to History, Philosophy and Sociology of Science, and Science Education. She is also a volunteer at the Science Museum in London, and one of the organisers of the Science Education Group at the UCL Institute of Education.
Areas of expertise: History, Philosophy and Sociology of Science, Nature of Science, Secondary Science Curriculum, Postcolonial Science.
