Enrique Suarez
Biographic Data
| ID | 3907145 |
|---|---|
| NAME | Enrique Suarez |
| GIVEN NAMES | Enrique |
| FAMILY NAME | Suarez |
| SIGNATURE | SUÁREZ E |
| AFFILIATIONS | Austral University of Chile |
| ORCID | 0000-0002-6550-8580 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 15 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Interpretable machine learning of urban noise levels from street-scale morphology and functionality
Data-driven, non-causal framework links street morphology to urban noise. • Daytime in situ noise measurements capture street-scale spatial variability. • Street functional hierarchy dominates noise exposure across cities. • Interpretable ML reveals nonlinear effects and key urban design indicators. • Results support noise screening and planning in data-constrained cities. Urban noise exposure is shaped not only by traffic intensity but also by t…
Epistemic injustice and the “Nature of Science
Scientists and science educators have argued that learners (students, preservice teachers, and inservice teachers) should understand knowledge construction in science, in addition to figuring out disciplinary core ideas. Given this goal, some science education scholars created a construct called the “Nature of Science” (NOS), which aims to simplify the complex work of scientific knowledge production for learners. Since the 1980s, the NOS construc…
Bienvenidos a la conversación
In May 2023, the three of us met with Professor Emerita Ofelia García to share our goals for this Special Issue. Given her expertise in translanguaging, we asked if she would contribute a closing commentary. Noting our admiration of her and her colleagues' work over the past decade (García, 2011; García & Kleyn, 2016; García & Li, 2014; Otheguy et al., 2015) and the ways it has impacted our thinking and areas of research, Dr. García humbly expres…
Ting, tang, tong
There is a significant amount of research literature on the importance of identifying and building on students' experiences and ideas for making sense of the natural world, especially when engaging in science practices. Simultaneously, approaches to creating justice‐oriented science education promote the need to focus on the diverse sense‐making repertoires that students, especially those from historically marginalized communities, bring to scien…
Traffic noise and property values
Noise pollution is a consequence of socioeconomic development processes and urbanization. Noise action plans, urban planning, and traffic management are costly, and their undertaking raises the issue of the value of noise reduction to households. We use hedonic pricing to estimate the value of traffic noise for urban residents in Quito, Ecuador. Results were obtained using instrumental variables in order to control the possible omitted variables …
Language Views for Scientific Sensemaking Matter
This synthesis examines recent science education research on multilingual students’ experiences with language-rich science practices. Adopting a translanguaging lens, we explore how researchers’ language conceptualizations impact the science practices they study and the ways multilingual students are positioned. This analysis helps us understand the extent to which recent research is disrupting, or sustaining, minoritizing narratives about multil…
Advising in science education
This article explores and wrestles with the various discourses that arise when considering why it is important to advise students from an assets‐based and holistic approach into science‐related majors and careers. Our hope is to inform how and why it is important to advise students into science‐related careers, specifically, and Science, Technology, Engineering, and Mathematics (STEM) fields, more generally, from an ethical and justice‐oriented a…
Retiring the term English language learners
“Estoy Explorando Science”
As science education continues to embrace science‐as‐practice, equitable science learning environments must value and leverage emergent bilingual students' ways of communicating. This study investigates the translanguaging practices of a group of elementary‐aged emergent bilingual students while they problematized electrical phenomena. Building on asset‐oriented theories for supporting student learning, I utilize translanguaging as a theoretical …
Supporting teachers to negotiate uncertainty for science, students, and teaching
This study addresses how to help elementary science teachers explore the uncertainty inherent in scientific activity and support elementary students to engage in more complex and authentic investigations. We describe a district partnership focused on understanding how to support elementary teachers to adapt curricula to promote science practices. We then present a close analysis of how teachers navigated ideas about uncertainty during their work …
Universidad y cambio social en tiempos de crisis
This paper describes and analyzes a university teaching practice in the street by adapting the content of some subjects to social problems caused by the economic crisis. A focus group with students and an open question to people involved in teaching in the street were carried out. Students’ perspective on the practice and the University’s potential to achieve social change and contributing to the start of the crisis were discussed. The teaching p…
Language Views for Scientific Sensemaking Matter
This synthesis examines recent science education research on multilingual students’ experiences with language-rich science practices. Adopting a translanguaging lens, we explore how researchers’ language conceptualizations impact the science practices they study and the ways multilingual students are positioned. This analysis helps us understand the extent to which recent research is disrupting, or sustaining, minoritizing narratives about multil…
Bienvenidos a la conversación
In May 2023, the three of us met with Professor Emerita Ofelia García to share our goals for this Special Issue. Given her expertise in translanguaging, we asked if she would contribute a closing commentary. Noting our admiration of her and her colleagues' work over the past decade (García, 2011; García & Kleyn, 2016; García & Li, 2014; Otheguy et al., 2015) and the ways it has impacted our thinking and areas of research, Dr. García humbly expres…
Epistemic injustice and the “Nature of Science
Scientists and science educators have argued that learners (students, preservice teachers, and inservice teachers) should understand knowledge construction in science, in addition to figuring out disciplinary core ideas. Given this goal, some science education scholars created a construct called the “Nature of Science” (NOS), which aims to simplify the complex work of scientific knowledge production for learners. Since the 1980s, the NOS construc…
Universidad y cambio social en tiempos de crisis
This paper describes and analyzes a university teaching practice in the street by adapting the content of some subjects to social problems caused by the economic crisis. A focus group with students and an open question to people involved in teaching in the street were carried out. Students’ perspective on the practice and the University’s potential to achieve social change and contributing to the start of the crisis were discussed. The teaching p…
Supporting teachers to negotiate uncertainty for science, students, and teaching
This study addresses how to help elementary science teachers explore the uncertainty inherent in scientific activity and support elementary students to engage in more complex and authentic investigations. We describe a district partnership focused on understanding how to support elementary teachers to adapt curricula to promote science practices. We then present a close analysis of how teachers navigated ideas about uncertainty during their work …
“Estoy Explorando Science”
As science education continues to embrace science‐as‐practice, equitable science learning environments must value and leverage emergent bilingual students' ways of communicating. This study investigates the translanguaging practices of a group of elementary‐aged emergent bilingual students while they problematized electrical phenomena. Building on asset‐oriented theories for supporting student learning, I utilize translanguaging as a theoretical …
Retiring the term English language learners
Advising in science education
This article explores and wrestles with the various discourses that arise when considering why it is important to advise students from an assets‐based and holistic approach into science‐related majors and careers. Our hope is to inform how and why it is important to advise students into science‐related careers, specifically, and Science, Technology, Engineering, and Mathematics (STEM) fields, more generally, from an ethical and justice‐oriented a…
Traffic noise and property values
Noise pollution is a consequence of socioeconomic development processes and urbanization. Noise action plans, urban planning, and traffic management are costly, and their undertaking raises the issue of the value of noise reduction to households. We use hedonic pricing to estimate the value of traffic noise for urban residents in Quito, Ecuador. Results were obtained using instrumental variables in order to control the possible omitted variables …
Language Views for Scientific Sensemaking Matter
This synthesis examines recent science education research on multilingual students’ experiences with language-rich science practices. Adopting a translanguaging lens, we explore how researchers’ language conceptualizations impact the science practices they study and the ways multilingual students are positioned. This analysis helps us understand the extent to which recent research is disrupting, or sustaining, minoritizing narratives about multil…
Ting, tang, tong
There is a significant amount of research literature on the importance of identifying and building on students' experiences and ideas for making sense of the natural world, especially when engaging in science practices. Simultaneously, approaches to creating justice‐oriented science education promote the need to focus on the diverse sense‐making repertoires that students, especially those from historically marginalized communities, bring to scien…
Epistemic injustice and the “Nature of Science
Scientists and science educators have argued that learners (students, preservice teachers, and inservice teachers) should understand knowledge construction in science, in addition to figuring out disciplinary core ideas. Given this goal, some science education scholars created a construct called the “Nature of Science” (NOS), which aims to simplify the complex work of scientific knowledge production for learners. Since the 1980s, the NOS construc…
Bienvenidos a la conversación
In May 2023, the three of us met with Professor Emerita Ofelia García to share our goals for this Special Issue. Given her expertise in translanguaging, we asked if she would contribute a closing commentary. Noting our admiration of her and her colleagues' work over the past decade (García, 2011; García & Kleyn, 2016; García & Li, 2014; Otheguy et al., 2015) and the ways it has impacted our thinking and areas of research, Dr. García humbly expres…
Interpretable machine learning of urban noise levels from street-scale morphology and functionality
Data-driven, non-causal framework links street morphology to urban noise. • Daytime in situ noise measurements capture street-scale spatial variability. • Street functional hierarchy dominates noise exposure across cities. • Interpretable ML reveals nonlinear effects and key urban design indicators. • Results support noise screening and planning in data-constrained cities. Urban noise exposure is shaped not only by traffic intensity but also by t…
Sociology (9 works) · Pedagogy (8 works) · Science education (6 works) · Computer Science (5 works) · Psychology (5 works) · Linguistics (4 works) · Mathematics education (4 works) · Multilingual Education and Policy (4 works) · Political science (4 works) · Second Language Learning and Teaching (4 works)