Dr Catarina Correia worked for about 10 years as a researcher and teaching fellow in chemistry before joining King’s College London as a research associate in science education in 2014.
She is a member of the Association for Science Education (ASE), a member of the Research in Science Specialist Group (ASE), and a member of the European Science Education Research Association (ESERA).
Practical Assessment in School Science (PASS) Project (January 2018-December 2020)
The principal aim of this project is to identify the features of written examination questions that discriminate between students who have had substantial hands-on experience of practical work in GCSE science and those who have not. This project is important because recent changes in assessment mean practical skills are now wholly assessed through written examination questions. In view of this, it is important to explore how practical skills can be assessed validly at GCSE level.
A series of tasks has been developed in which Year 10 students will experience a practical activity either as hands-on practical work, as a video, as a teacher demonstration, or as a written description. Students will then complete written examination-style questions relating to the tasks. All participating schools will be given a compendium of activities once all project data has been collected. A short report summarising the key project findings will also be produced.
This project is a collaboration between the Science Group at the University of York, led by Professor Judith Bennett, and the Science Group at King’s College London, led by Dr. Chris Harrison. The project is funded by the Wellcome Trust, the Gatsby Foundation and The Royal Society.
Catarina has been involved in several other research projects. Among these are:
EU FP7 Assess Inquiry in Science, Technology and Mathematics Education (ASSISTME) project (September 2014 - December 2016)
Catarina has conducted research on how primary and secondary science and maths teachers perceived and enacted formative assessment in their inquiry lessons. The project focused on informal assessment conversations (on-the-fly interactions) that take place in a lesson as the inquiry activity unfolds. The research enabled a better understanding of the opportunities and dilemmas that teachers face while making a myriad of pedagogical decisions to support their students’ learning as it is taking place in the lesson. Different conversational patterns that shape learners’ autonomy and self-regulation of learning were also identified. The research helped to gather insights into the best ways of supporting teachers in developing their teaching and assessment practices in the context of inquiry pedagogy.
Catarina is a member of the Centre for Research in Education in Science, Technology, Engineering & Mathematics with a specialism in science education.
Chemistry SG sessions (Particles & Substances, Chemical Reactions 1 and 2) and STG sessions (Assessment for Learning; Dialogic teaching and Feedback; Inquiry 1 and 2; and CASE 1 and 2)
Please see Catarina's research profile on Research Gate for further information.