Pedro J Sánchez Gómez
Biographic Data
| ID | 9634403 |
|---|---|
| NAME | Pedro J Sánchez Gómez |
| GIVEN NAMES | Pedro J Sánchez |
| FAMILY NAME | Gómez |
| SIGNATURE | GÓMEZ P J S |
| AFFILIATIONS | Universidad Complutense de Madrid |
| ORCID | 0000-0003-2547-3077 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Desafíos en la conceptualización y medición de la identidad científica
La investigación sobre la identidad científica adolece de una conceptualización y medición consensuadas. El presente estudio valida la versión en español del Cuestionario de Identidad Científica en una muestra de estudiantes de secundaria (N = 498).
Bioacumulación de PS-NPs en cuerpo humano
El objetivo de esta investigación –con fines más amplios– fue describir las características del pensamiento espontáneo de estudiantes sobre el fenómeno natural de interés científico y valor educativo de la bioacumulación de nano-plásticos de poliestireno (PS-NPs) en el cuerpo humano, para su utilización en el diseño de secuencias didácticas.
Scientific representation and science identity
I put forward an inferentialist account of Lewis structures (LSs). In this view, the role of LSs is not to realistically depict molecules, but instead to allow surrogate reasoning and inference in chemistry. I also show that the usage of LSs is a central part of a person’s identity as a chemist, as it is defined within educational identity theory. Taking these conclusions together, I argue that the inferentialist approach to LSs and chemistry ide…
Reactivity in chemistry
We argue for an account of chemical reactivities as chancy propensities, in accordance with the ‘complex nexus of chance’ defended by one of us in the past. Reactivities are typically quantified as proportions, and an expression such as “A + B → C” does not entail that under the right conditions some given amounts of A and B react to give the mass of C that theoretically corresponds to the stoichiometry of the reaction. Instead, what is produced …
On the Epistemic Value of Students’ Conceptions in Science Education
No prominent works on this page.
On the Epistemic Value of Students’ Conceptions in Science Education
Scientific representation and science identity
I put forward an inferentialist account of Lewis structures (LSs). In this view, the role of LSs is not to realistically depict molecules, but instead to allow surrogate reasoning and inference in chemistry. I also show that the usage of LSs is a central part of a person’s identity as a chemist, as it is defined within educational identity theory. Taking these conclusions together, I argue that the inferentialist approach to LSs and chemistry ide…
Reactivity in chemistry
We argue for an account of chemical reactivities as chancy propensities, in accordance with the ‘complex nexus of chance’ defended by one of us in the past. Reactivities are typically quantified as proportions, and an expression such as “A + B → C” does not entail that under the right conditions some given amounts of A and B react to give the mass of C that theoretically corresponds to the stoichiometry of the reaction. Instead, what is produced …
Desafíos en la conceptualización y medición de la identidad científica
La investigación sobre la identidad científica adolece de una conceptualización y medición consensuadas. El presente estudio valida la versión en español del Cuestionario de Identidad Científica en una muestra de estudiantes de secundaria (N = 498).
Bioacumulación de PS-NPs en cuerpo humano
El objetivo de esta investigación –con fines más amplios– fue describir las características del pensamiento espontáneo de estudiantes sobre el fenómeno natural de interés científico y valor educativo de la bioacumulación de nano-plásticos de poliestireno (PS-NPs) en el cuerpo humano, para su utilización en el diseño de secuencias didácticas.
Educational Strategies and Epistemologies (3 works) · Chemistry (2 works) · Computer Science (2 works) · Epistemology (2 works) · Philosophy (2 works) · Philosophy of science (2 works) · Psychology (2 works) · Science Education and Pedagogy (2 works) · Sociology (2 works) · Academic and Historical Perspectives in Psychology (1 work)