Science Cognition and Didactics
Fernando Flores-Camacho
Dr. Flores is a physicist and holds a PhD degree in Pedagogy.
His main field of work is Science Education.
He has been a professor at the Science Faculty at the Universidad Nacional Autónoma de México (UNAM) and, currently, he is a professor in the master’s and doctoral programs in Pedagogy at UNAM.
Also, Dr. Flores has been a guest teacher at foreign universities such as Salta University (Sao Paulo University), Autonomous University of Madrid, the National University of Colombia and the International Centre of Physics.
Dr. Flores has authored more than 50 papers published in international and national journals in the field of science education, in areas such as conceptual change, representations, didactics and conceptions of nature of science in teacher. In addition, he is also the author of several book chapters and books in the science education field, as well as he is the author of physics textbooks.
Dr. Flores has been the leader of several research and development projects, with support from UNAM, CONACYT and SEP. Some of these projects have been the focus of the cognitive mechanisms of conceptualization of science concepts and representations in student’s in areas of physics, biology and chemistry at different school levels and populations. Other research has been focused on the nature of science in science teacher.
He has been responsible for the project of the new science laboratories for the high school program of the UNAM and has participated in several national programs of the Ministry of Public Education (SEP) as the most recent reforms of basic education, PRONAP program and the coordinator of sciences for Enciclomedia.
Dr. Flores is a member of the National Research System (SNI) at level II. He holds the level D at the PRIDE program, and is a member of several research associations such as the Consejo Mexicano de Investigación Educativa (COMIE), EARLI and Academia Mexicana de Profesores de Ciencias Naturales.
Transformation and conceptual construction
Science Didactics
Transformation processes of scientific representations in high school students under a multi-representational environment supported by digital technologies (CONACYT).
Canales (2022) Models, incommensurability, and multiculturality of scientific notions in Indigenous children, Canadian Journal of Science, Mathematics and Technology Education, 22(1), 68–86. https://doi.org/10.1007/s42330-022-00190-w.
Leticia Gallegos-Cázares, Fernando Flores-Camacho & Elena Calderón-Canales (2022). Elementary school children’s explanations of day and night. An interpretation based on an inferential approach to representations, Science & Education, 31, 35–54. https://doi.org/10.1007/11191-021-00230-1.
Leticia Gallegos-Cázares, Fernando Flores-Camacho & Elena Calderón-Canales (2021) Preschool children’s reasoning about sound from an inferential-representational approach. Education Sciences, 11(4), 180, 1–13 https://doi.org/10.3390/educsci11040180.
Fernando Flores-Camacho, Elena Calderón-Canales, Beatriz García-Rivera, Leticia Gallegos-Cázares & Araceli Baez Islas (2021) Representational trajectories in the understanding of Mendelian genetics, EURASIA Journal of Mathematics, Science and Technology Education, 17(8), 1–17, doi:10.29333/ejmste/10998 (ISSN: 1305-8223)
https://doi.org/10.1007/s11191-021-00230-1
Fernando Flores-Camacho, Beatriz García Rivera, Araceli Báez Islas Leticia Gallegos-Cázares y Elena Calderón Canales (2020) Logros en la comprensión de temas de genética utilizando representaciones externas, Revita Eureka sobre Enseñanza y Divulgación de las Ciencias, 17(3), 3101-1 – 3101-17. Doi: 10.25267/Rev_Eureka_ensen_divulg_cienc.2020.v17.i3.3101 (ISSN:1697-011X).
Fernando Flores-Camacho, Leticia Gallegos-Cázares y Cynthia Lima González (2020). Representaciones en Física: construcción y validación de un cuestionario para la enseñanza media superior, Revista Electrónica de Investigación Educativa 22(1), 1– 17. https://doi.org/10.24320/redie.2020.22.e14.1728
(ISSN:1607-4041)
Fernando Flores-Camacho, Leticia Gallegos-Cázares, Beatriz García Rivera y Araceli Báez Islas (2019). Efectos de los laboratorios de ciencias con TIC en la comprensión y representación de los conocimiemtos científicos en estudiantes del bachillerato en un contexto escolar cotidiano, Revista Iberoamericana de Investigación Educativa, 10(29), 124 – 142. https://doi.org/10.22201/iisue.20072872e.2019.29.527
Elena Calderón-Canales, Leticia Gallegos-Cázares & Fernando Flores-Camacho (2019). Sound representations in preschool students, Journal for the Study of Educational Development (Infancia y Aprendizaje), 1 – 23, https://doi.org/10.1080/02103702.2019.1650463.
Leticia Gallegos-Cázares, Fernando Flores-Camacho, Elena Calderón-Canales (2019). Th co-existence of cultural and school science models in indigenous Mexican teachers: the mixing colors case. Cultural Studies of Science Education, doi:10.1007/s11422-018-9901-1
Fernando Flores-Camacho, Beatriz Eugenia García-Rivera, Leticia Gallegos-Cázares y Elena Calderón Canales (2020). Representaciones y Aprendizaje de las Ciencias. Universidad Nacional Autónoma de México, México, (ISBN:978-607—30-3171-4). pp.144.
Master’s and doctoral level courses:
- Science Didactics
- Epistemology
Member of the Advisory Committee for Graduate Students in Pedagogy and MADEMS.
Direction of thesis work, social service and academic practices of national students.
Ana Gabriela Padilla-Meneses
Brisa Esther Rangel-Torres
María Itzel Gómez-Osorio
Omar Maceda-Ramírez
Visiting fellows: M. Sc. Jesús Manuel Cruz-Cisneros