BEATRIZ CRUJEIRAS PEREZ

Beatriz Crujeiras Pérez is a Professor in the Applied Didactics Department at the Faculty of Education Sciences, University of Santiago de Compostela. She holds a Doctorate from the same institution (2014) with a thesis on secondary students' participation in scientific inquiry in chemistry laboratories. Her research focuses on epistemic knowledge, critical thinking, and argumentation in science education. She leads the RODA research group (Reasoning, Discourse and Argumentation) and has published extensively on topics including inquiry-based learning, teacher training, and socioscientific issue analysis. Her work integrates role-playing simulations and design-based pedagogy to enhance scientific practices and decision-making skills in students.

Education:

• PhD in Education Sciences (2014), University of Santiago de Compostela

Research interests emphasize how students and pre-service teachers engage with scientific practices, particularly in lab settings and real-world problem contexts. She explores the interplay between epistemic criteria, emotional responses, and critical thinking in science education. Her projects often involve interdisciplinary collaborations addressing environmental and public health challenges through participatory methodologies.

Her recent publications highlight trends in applying role-playing games for nuclear waste decision-making simulations, integrating scaffolding strategies in inquiry tasks, and analyzing gender stereotypes in STEM education. She has contributed to European initiatives on critical thinking competencies across professional fields.

Grants and Advising: While specific grants are not detailed, her work suggests ongoing institutional support for RODA initiatives. She has supervised multiple educational research projects, though specific student names are not listed in the provided texts.

Labs/Teams: Active member of the Institute of Education Sciences (ICE) and leads the RODA research group, collaborating with international networks focused on science education reforms and 21st-century skills development.