Iva Martins

Didática

Educação STEM, inquiry, literacia científica, Representações múltiplas no ensino da Física e da Química, desenvolvimento profissional de professores de Física e Química.

Martins, I., Baptista, M., & Reis, P. (2023). Students’ images of STEM professionals: a study in the Portuguese context. Education 3-13, 51(1), 121-141. https://doi.org/10.1080/03004279.2021.1955945

Martins, I. (2023). Transformações de Energia. In M. Baptista (Coord.), Recursos STEM para a aprendizagem dos alunos (pp. 30-46). REDESCOLA- Instituto de Educação da Universidade de Lisboa.

Baptista, M., & Martins, I. (2023). Effect of a STEM approach on students’ cognitive structures about electrical circuits. International Journal of STEM Education, 10, 15. https://doi.org/10.1186/s40594-022-00393-5

Baptista, M., Jacinto, H., & Martins, I. (2023). What is a good explanation in integrated STEM education? ZDM Mathematics Education. https://doi.org/10.1007/s11858-023-01517-z

Baptista, M., Costa, E., & Martins, I. (2023). Equity in teaching science during times of crisis: a study with Portuguese science teachers. Cultural Studies of Science Education, 18, 631–646. https://doi.org/10.1007/s11422-022-10141-4

Martins, I., Baptista, M., & Arroio, A. (2021). Students’ Cognitive Structures about the Copper Cycle. Educación Química 32(4), 34-44. http://dx.doi.org/10.22201/fq.18708404e.2021.5.78699

Baptista, M., Martins, I., Conceição, T., Pipitone, C. (2020). Desarrollo de las estructuras cognitivas del alumnado sobre el aire mediante actividades de investigación. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 17(2), 2301. https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2020.v17.i2.2301

Baptista, M., Martins, I., & Conceição, T. (2020). STEM integration: Evidences of students’ learning. In P. J. Hendricks (Ed.), Science Teaching and Learning: Practices, Implementation and Challenges (pp. 1-26). Nova Science Publishers.

Baptista, M., Costa, E., & Martins, I. (2020). STEM Education during the covid-19: teachers’ perspectives about strategies, challenges, and effects on students’ learning. Journal of Baltic Science Education, 19(6A), 1043-1054. https://doi.org/10.33225/jbse/20.19.1043

Baptista, M., Martins, I., Conceição, T., & Reis, P. (2019). Multiple representations in the development of the students’ cognitive structures about the saponification reaction. Chemistry Education Research and Practice, 20(4), 760-771. https://doi.org/10.1039/C9RP00018F