Cecília Galvão


Professor of Science Education Institute of Education, University of Lisbon

Cecília Galvão is a full Professor in the Institute of Education, University of Lisbon. She has a background in Biology and a PhD in Education. She coordinates the PhD Programme in Sustainability Science of the University of Lisbon, the PhD in Education and the Joint Master Degree in Scientific Culture and Outreach of Sciences. She also coordinates the master programme on Biology and Geology teaching. She coordinates the Science Education Research Group and develops research in science education and teachers’ professional development. She has been the coordinator responsible for the document Curricular Guidelines for Physical and Natural Sciences for the 3rd cycle of Basic Education (12-15 age), implemented in 2002/2003, and coordinated a national project to evaluate the national science curriculum (2009-2013). She has been the Portuguese coordinator of EU Projects FP6 PARSEL- Popularity and Relevance in Science Education for Scientific Literacy (SAS6-CT-ZAA6-A42922-FP6-2006-2009) and FP7 SAILS – Strategies for assessment of inquiry learning in science (FP7-SCIENCE-IN-SOCIETY-2011-2015). She is a member of The Citizen Science Cost Action CA15212-Citizen Science to promote creativity, scientific literacy, and innovation throughout Europe (2016-2020) and the Portuguese coordinator of Erasmus+ High Fliers - Highly Interactive Guidance Helpful For Leadership In Educationally Relevant Skills (2020-2023).dance Helpful For Leadership In Educationally Relevant Skills  (2020-2023).

local_library Abstract

Unpredictability and uncertainty ... how can science education inspire young people to act for citizenship?
2020 will be remembered as the pandemic year. I prefer to remember it as the year of collaboration between science, technology, economics and politics to produce a successful vaccine against the corona virus. This was made possible by a synergy of efforts with the use of knowledge from various sources and areas. More than knowing, it is important what we do with that knowledge.
The concepts of Collaboration and Interdisciplinarity have guided this effort to overcoming complex problems. Climate change, loss of biodiversity, or pandemics are already present. Although we can not preview the future, the critical analysis of reality, based on events in the past and supported by scientific and technological advances, can constitute an important exercise on an unpredictable, uncertain future that affects all of humanity. That makes us all responsible. How can we, as science educators, prepare our young people to act as informed and responsible citizens?
I will present three examples of science education for citizenship focusing on collaboration and interdisciplinarity. The first example is a project (EEAGrants - Direção Geral da Política do Mar) aimed at the creation and use of a mobile application on the Portuguese Discoveries Roadmap (Faria, at al, 2019) addressed to primary school children. The second example is the PhD in Sciences for sustainability, from the University of Lisbon (Galvão et al, 2020) with a philosophy of colaboration and interdisciplinarity in the organization of PhD sessions. The third is based on the Cost Action on citizen science (Roche et al, 2020) to identify the challenges and opportunities that may arise when citizen science and education are brought together through project collaboration, networks, research, and practice. These three examples will allow me to discuss the importance of the dialogue of different areas of knowledge to contribute intelligently to scientific citizenship.
Faria, C.; Guilherme, E.; Pintassilgo, J.; Morgado, M.J.; Pinho, A.S.; Baptista, M.; Chagas, I. & Galvão, C. (2019). The Portuguese Maritime Discoveries: the exploration of the history of a city with an App as an educational resource. Digital Education Review. Number 36, December 2019- http://greav.ub.edu/der/
Galvão, C., Faria, C., Viegas, W., Branco, A. and Goulão, L. (2020), "Inquiry in higher education for sustainable development: Crossing disciplinary knowledge boundaries", International Journal of Sustainability in Higher Education. Vol. ahead-of-print https://doi.org/10.1108/IJSHE-02-2020-0068
Roche, J., Bell, L., Galvão, C., Golumbic, Y. N., Kloetzer, L., Knoben, N., Laakso, M., Lorke, J., Mannion, G., Massetti, L., Mauchline, A., Pata, K., Ruck, A., Taraba, P., & Winter, S. (2020). Citizen Science, Education, and Learning: Challenges and Opportunities. Frontiers in Sociology, 5(613814), 1-10. Doi: 10.3389/fsoc.2020.613814

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