Dr Estelia Bórquez Sánchez is a Research Assistant within the University of Glasgow, School of Education, in projects such as Camau i'r Dyfodol, Assessing for the Future & Carnegie. She has also collaborated with the International Educational Assessment Network (IEAN) projects. She is a member of the University of Glasgow Educational Assessment Network (UGEAN), which is part of the Robert Owen Centre for Educational Change. 

Estelia graduated in 2011 with a first-class honours degree from the University "Católica de la Santísima Concepción" in Chile, for which she received a bachelor's degree in Education & professional qualifications as a secondary school teacher of Biology and Natural Sciences. In March 2011, she was awarded a scholarship at the same university to undertake an MSc in Science Education focused on learning and assessment.

Following her passion for research in Education through more than ten years of academic study in the UK and Chile, Estelia was awarded a PhD in Education (Science Education) from the University of York in Summer 2020, focused on developing scientific literacy in biology in secondary schools in Chile. Her career in Education has been developing across the fields of practice, assessment, policy and research. 

Estelia is interested in science education, international education development, educational assessment, curriculum development, learning progression, attitudes towards science and industry, capital science and social justice through scientific literacy. She looks at teaching, learning and assessing conceptually demanding science topics, especially biology, how this shapes classroom teaching and learning, and the role of evidence-based thinking in Education systems and change processes more broadly. She very much welcomes discussion with anyone who shares similar or related interests.

St Andrew's Building, 11 Eldon Street, Glasgow, G3 6nh

Orchid Identifier: http://orcid.org/0000-0003-2109-9903

I am a researcher in education and a biology teacher. My research explores science education, attitudes towards science and industry, capital science and social justice through scientific literacy. Also, I am involved in research related to international education development, exploring curriculum, assessment & learning progression.

My main research interests are:

• The teaching, learning and assessing of conceptually demanding topics in science
• International education development, exploring curriculum, pedagogy and assessment
• Developing scientific literacy
• Practical work in science
• Learning progression in curriculum, assessment and pedagogy
• Curriculum policy, design and assessment.
• The relationships between research and practice in science education

My work aims to:

• Systematic reviews of research evidence in science education (primary and secondary).
• Attitudes and engagement in science
• Exploring capital science and social justice through scientific literacy
• Evaluation of aspects of curriculum development and improve approaches to classroom assessment, teaching and learning.
• Developing methods for exploring how pupil learning progresses in different areas of the curriculum
• Understanding how subjects are theoretically and practically understood at national and international levels
• Investigate ways of effectively bringing together research, policy and practice in Education to improve outcomes for pupils and teachers

METHODOLOGICAL APPROACHES

Predominantly mixed-method approach, coming from qualitative and quantitative analysis. I have carried out interviews, focus groups, tests and questionnaires throughout my academic career, using tools such as NVivo, Qualtrics, SPSS and Rstudio.

List by: Type | Date

• Graduate Teaching Assistant (GTA) - The University of York. Teaching the module: “Science Education & Society and International Perspectives” and “Planning and Communicating Research”.
• Lecturer in Biology and Natural Sciences - University National Andres Bello, Concepción – Chile. Teaching and development of natural science content. Assisting with program development and student evaluation, delivering teaching sessions on natural science, leading laboratory sessions, and conducting experiments. Adaptation of content to suit varying age groups based on Chilean education. Assessment of students.
• Lecturer in Learning Evaluation & Assessment - Catholic University of the holiest Conception, Concepción - Chile. Designing and developing instruments to measure educational content and creating and planning syllabus for secondary education based on national programs. Delivering teaching sessions on the history of education, assessment theories and the impact of measuring knowledge. Assessment of students.
• Administrative Coordinator - Catholic University of the holiest Conception, Concepción - Chile. Coordination of pedagogical praxis for undergraduate students in Chilean secondary schools (state, voucher and private). Creating and planning meetings with authorities such as state policymakers, headteachers, teachers, lecturers and undergraduate students based on the aims of the university program. Calling, designing, and attending meetings with headteachers of secondary schools to discuss undergraduate students' teaching programs and schedules. Assessment and monitoring of student practices in secondary schools.
• Lecturer in Biology and Natural Sciences - Catholic University of the holiest Conception, Concepción - Chile. Teaching and development of scientific literacy to biology students. Delivering teaching sessions on biology based on human nature and evolution. Adaptation of syllabus to the needs of the course. Assessment of students using a variety of instruments.
• Research Assistant, Learning & Assessment department at the Faculty of Education - Catholic University of the holiest Conception. Concepción - Chile. Assisting with programme development and delivering teaching sessions on evaluation and assessment, marking paperwork and assessment of students.
• Research Assistant Associate, Department of teaching at the faculty of Education (Project DIN) - Catholic University of the holiest Conception, Concepción - Chile. Assisting with interviewing, transcribing and coding data. Research workshops for the development of new teaching programs. Delivering reports.
• Science Tutor, Faculty of Sea Science - Catholic University of the holiest Conception. Concepción - Chile. Tutor in General Biology, Chemistry, Biology, General Physiology and Developmental Biology. Preparing material, samples and equipment in the Lab, assisting and monitoring students' progress in the science courses. Assisting students in the lab based on the indications of the lecturer—invigilating students in exams and tests and general chemistry equations.
• Education Tutor (Chemistry), Faculty of Education - Catholic University of the holiest Conception. Concepción - Chile. Mentoring and tutoring student teachers in blog design for chemistry (Stoichiometry). Preparing material online based on chemistry equations through practical activities and assisting and monitoring student progress in the chemistry course. Assessment of students.

 PROJECTS

I am currently involved in a number of research projects and these include:

• Camau i'r Dyfodol | Steps to the Future - Support renew & reform through capacity building in learning progression. The project is a joint project of the University of Wales Trinity Saint David and the University of Glasgow in collaboration with Welsh Government. It is designed to develop thinking and practice with educational partners at all levels of the education system, accomplished by co-constructing change with education professionals across the education system. The Camau i’r Dyfodol project has four phases that take place over three years
• Carnegie - Developing methods for exploring how pupil learning progresses in different areas of a National Curriculum. A one-year project funded by the Department of Education at the University of Glasgow Educational Assessment Network (UGEAN).
• CAMAU Assessing for the Future. Research project commissioned by the Welsh Government to develop a professional learning resource to develop understanding of progression within the Curriculum for Wales and develop assessment practice. A six-month project funded by the Department of Education at the University of Glasgow Educational Assessment Network (UGEAN)

Previously:

• Best Evidence Science Teaching (BEST), a six-year project funded by the Salters' Institute, developing and evaluating the impact of evidence-informed curriculum materials for pupils aged 11-16
• Science Beyond the Boundaries, a three-year project funded by the Templeton World Charity Foundation, developing and evaluating the impact of interdisciplinary resources for students aged 16-18
• Thrive and Survive, Research Excellence Training Team (RETT), a year project funded by U of York, promoting a well-being and friendly space to talk about the many enjoyable and challenging moments during the PhD journey.

CONFERENCES, PRESENTATIONS & PROJECTS

• The Blog “Thrive and Survive in your PhD” at the Research Student community. The University of York, UK.
• Bórquez Sánchez, E. (November 2020). Scientific Literacy: A Chilean case study. Presented an overview of the education program at the University of Costa Rica (ED - 1978). Costa Rica.
• Bórquez Sánchez, E. (May 2017). Scientific Literacy. Poster presented at Conference Presentation, 2017. Department of Science Education Research Group. University of Barcelona, Spain.