PhD in Science Education for Socio-Ecological Resilience

Universidad del País Vasco/Euskal Herriko Unibertsitatea (UPV/EHU); España; Presencial; EUR 24.000 - 30.000; Jornada completa

Descripción de la vacante

Universidad del País Vasco/Euskal Herriko Unibertsitatea (UPV/EHU) in Donostia invites applications for a First Stage Researcher (R1) position in Educational sciences as part of the EARTH project, to explore how teaching socio-ecological issues can foster scientific models and resilience in secondary students.

The DBR approach will cover constructing reference models, analyzing student conceptions and reasoning, and designing and evaluating teaching–learning sequences with both qualitative and

Formación

• University degree in Biology, Environmental Sciences, Geology, or related field in the Experimental Sciences.
• Master’s Degree in Secondary Education Teacher Training with relevant specializations.
• B2 level of English, certified.

Responsabilidades

• The research will adopt a Design-Based Research (DBR) approach and include constructing and validating reference models.
• Analyze students’ conceptions and reasoning and design, implement, and evaluate teaching–learning sequences.
• Conduct qualitative and quantitative analysis of learning processes.

Conocimientos

B2 English

Educación

Bachelor's degree in Biology, Environmental Sciences, Geology, or related field

Master's Degree in Secondary Education Teacher Training, specializing in Biology and Geology, Natural Sciences, Experimental Sciences, or equivalent

Descripción del empleo

Universidad del País Vasco/Euskal Herriko Unibertsitatea (UPV/EHU) in Donostia invites applications for a First Stage Researcher (R1) position in Educational sciences as part of the EARTH project, to explore how teaching socio-ecological issues can foster scientific models and resilience in secondary students.

The DBR approach will cover constructing reference models, analyzing student conceptions and reasoning, and designing and evaluating teaching–learning sequences with both qualitative and