Luisa López Banet | Education | Best Researcher Award

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Prof. Dr. Luisa López Banet | Education | Best Researcher Award

Permanente at Universidad de Murcia, Spain

Luisa López-Banet is a dedicated scholar and educator specializing in science education. With a dual doctoral background in Chemistry and Education Sciences, she brings a unique interdisciplinary approach to her research and teaching. Currently a tenured professor at the University of Murcia in Spain, she works within the Department of Science Education at the Faculty of Education. Her academic journey reflects a progressive engagement with the challenges of secondary and primary science education, particularly in promoting argumentation, scientific literacy, and critical thinking among students and teachers. Over the years, she has collaborated extensively on national and international research projects, published numerous peer-reviewed articles, and presented at prestigious conferences. Her commitment to science didactics, teacher training, and the integration of socioscientific issues into classroom practice distinguishes her as a forward-thinking leader in her field. She actively contributes to curriculum development and teacher preparation programs, fostering innovation and equity in science education.

Professional Profile 

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Education 

Luisa López-Banet holds two doctoral degrees, exemplifying a rare combination of expertise in both scientific content and pedagogy. She earned her first PhD in Chemistry from the University of Murcia in 2012, where she investigated complex scientific processes through experimental research. Her second doctoral degree, obtained in 2023 from the University of Granada, focused on Education Sciences, enabling her to explore the cognitive, emotional, and social dimensions of teaching and learning science. In addition to her doctoral training, she is a graduate in Chemistry from the University of Murcia. This academic foundation supports her specialized work in science education, where she combines theoretical frameworks with empirical research. Her academic trajectory provides the intellectual rigor and flexibility necessary to design effective science education programs, particularly in the preparation of future science teachers. Her educational background has laid the groundwork for her multifaceted research contributions and deep understanding of classroom learning environments.

Experience 

Luisa López-Banet has accumulated a robust and diverse portfolio of professional experience in both teaching and research. Since 2017, she has served as a permanent faculty member at the University of Murcia as a “Profesora Contratada Doctora” in the Department of Science Education. Previously, she held multiple academic positions, including Assistant Professor and Associate Professor roles at the Universities of Granada and Murcia. Her professional journey began in 2008 with a predoctoral research contract, allowing her to gain early exposure to educational research. She has contributed significantly to teacher education programs, secondary and primary science curriculum development, and didactic innovation. Throughout her career, she has been actively involved in supervising student research, designing science education modules, and delivering courses related to didactics and scientific literacy. Her hands-on experience across various academic roles has equipped her with the skills to mentor new educators and lead interdisciplinary educational initiatives effectively.

Awards and Honors 

While formal award distinctions are not extensively listed in the available record, Luisa López-Banet’s career is marked by significant academic recognition through her leadership in research publications, conference presentations, and collaborative projects. Being the first author and corresponding author on multiple peer-reviewed articles in respected journals such as Frontiers in Education, Sustainability, and EURASIA Journal of Mathematics, Science and Technology Education, she demonstrates scholarly authority and research leadership. Her consistent invitations to speak and present at national and international conferences, including ESERA and the Encuentros de Didáctica de las Ciencias, underscore her recognition as an expert in science education. Additionally, her role in EU- and Spain-based collaborative research teams reflects a high level of peer trust and academic esteem. Although explicit individual honors or institutional awards are not enumerated, her research impact, academic appointments, and scholarly productivity clearly highlight her as a highly respected member of the science education community.

Research Focus on Education

Luisa López-Banet’s research primarily centers on science education, with a strong emphasis on teacher training, argumentation in science classrooms, and socioscientific issues such as climate change and biotechnology. Her work investigates how students and pre-service teachers develop scientific competencies, particularly in interpreting, evaluating, and constructing arguments based on real-world science problems. She explores cognitive and emotional engagement strategies to improve science learning outcomes, especially through inquiry-based and model-based instructional approaches. Her recent publications delve into how future teachers understand complex scientific phenomena like greenhouse gases and chemical reactions, as well as how they can integrate this understanding into educational practices. López-Banet is also deeply involved in textbook analysis, assessing how bilingual and mainstream texts present key scientific concepts. Her interdisciplinary lens—bridging Chemistry and Education Sciences—enables her to produce research that not only advances academic knowledge but also informs classroom practices and policy in science teacher education.

Publications Top Notes

  • Title: Conocimientos de los estudiantes de secundaria sobre herencia biológica: implicaciones para su enseñanza
    Authors: C. Ruiz-González, E. Banet, L. López-Banet
    Year: 2017
    Citations: 40

  • Title: Conocimientos de estudiantes que inician el Bachillerato sobre nociones básicas de genética y aplicaciones de la biotecnología
    Authors: C.R. González, E.B. Hernández, L.L. Banet
    Year: 2017
    Citations: 14

  • Title: Hydrogen Bonding and Anion Binding in Structures of Tris(pyrazolyl)boratenickel(II) and Phosphate Esters
    Authors: M.D. Santana, L. López‐Banet, G. García, L. García, J. Pérez, M. Liu
    Year: 2008
    Citations: 13

  • Title: Crystal Structures and Magnetic Properties of Nickel Complexes with Hydrotris(pyrazolyl)borate Ligand and Double Bridged by Phosphate Esters
    Authors: L. López-Banet, M.D. Santana, G. García, L. García, J. Pérez, T. Rojo, et al.
    Year: 2010
    Citations: 10

  • Title: Structure and Spectroscopic Properties of Nickel Benzazolate Complexes with Hydrotris(pyrazolyl)borate Ligand
    Authors: L. López-Banet, M.D. Santana, M.J. Piernas, G. García, J. Cerezo, A. Requena, et al.
    Year: 2014
    Citations: 9

  • Title: Antiferromagnetic Cu-Gd interactions through oxime bridge
    Authors: J.P. Costes, C. Duhayon, S. Mallet-Ladeira, L. Vendier, J. García-Tojal, et al.
    Year: 2014
    Citations: 9

  • Title: Solid State Conformational Features of Homodinuclear Nickel Complexes Double Bridged by Phosphate Esters and Related Ligands
    Authors: J. Pérez, L. García, R. Carrascosa, E. Pérez, J.L. Serrano, G. Sánchez, et al.
    Year: 2007
    Citations: 7

  • Title: Conocimientos de futuros docentes de Educación Infantil sobre categorización animal
    Authors: L.B. López
    Year: 2017
    Citations: 6

  • Title: Cotos escolares: espacios educativos para la enseñanza de las ciencias en la escuela española del siglo XX
    Authors: J.D.L. Martínez, L.L. Banet
    Year: 2017
    Citations: 4

  • Title: Networks based on hydrogen-bonds containing phosphorus anions and tris(3,5-dimethylpyrazolyl)borate nickel(II) moieties
    Authors: L. López-Banet, M.D. Santana, G. García, J. Pérez, L. García, L. Lezama, et al.
    Year: 2012
    Citations: 4

  • Title: Blocking and bridging ligands direct the structure and magnetic properties of dimers of pentacoordinate nickel(II)
    Authors: L. López-Banet, M.D. Santana, G. García, J. Pérez, L. García, L. Lezama, et al.
    Year: 2015
    Citations: 3

  • Title: Crystal Structures and Spectroscopic and Theoretical Properties of Pentacoordinate Nickel(II) Complexes Containing Tris(pyrazolyl)borate and Quinolinate Ligands
    Authors: L. López‐Banet, M.D. Santana, G. García, M.J. Piernas, L. García, J. Pérez, et al.
    Year: 2013
    Citations: 3

Conclusion

Luisa López-Banet exemplifies the qualities of a dedicated, innovative, and impactful researcher in the field of science education. Her interdisciplinary academic background, spanning both Chemistry and Education Sciences, allows her to contribute meaningfully to both scientific knowledge and pedagogical advancement. Her body of work demonstrates a strong commitment to enhancing teacher education, fostering scientific literacy, and integrating real-world socioscientific issues into educational contexts. With numerous first-author publications, international conference presentations, and collaborative projects, she has established herself as a respected voice in science didactics. Her research is not only academically rigorous but also socially relevant, addressing key educational challenges such as climate change, argumentation skills, and curriculum design. While further international collaborations and competitive grants could elevate her profile even more, she has already made a profound contribution to her field. Overall, Luisa López-Banet stands out as a highly deserving candidate for recognition as a Best Researcher.

Sarah M James | Education, Policy and ITE | Best Paper Award

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Dr Sarah M James | Education, Policy and ITE | Best Paper Award

Dr Sarah M James , Queensland University of Technology , Australia

Dr. Sarah M. James is a dedicated academic and researcher in education, specializing in literacy and teacher preparation. Currently, she serves as the Academic Lead for Professional Experience at Queensland University of Technology (QUT), where she leads a team to support over 2,650 preservice teachers annually. With a PhD from Southern Cross University focusing on effective literacy teaching, she has published extensively, contributing significantly to teacher education and literacy research. Sarah’s leadership extends to various research projects addressing the experiences of preservice teachers in rural, regional, and remote placements. Beyond her academic roles, she is committed to mentoring early career researchers and enhancing the professional development of educators. Known for her engaging teaching style and student support, Sarah fosters a collaborative environment that values diverse educational experiences.

Publication Profile

Orcid

Strengths for the Award

  1. Extensive Research Contributions: Dr. James has led and contributed to numerous research projects, resulting in a significant number of peer-reviewed publications. With 17 high-quality research outputs since 2020, her commitment to advancing educational research is evident.
  2. Leadership in Research: She has demonstrated leadership through her roles as a lead researcher on multiple grants, managing teams effectively while addressing critical issues in education, particularly in rural, regional, and remote contexts.
  3. Practical Impact: Dr. James’s research directly informs practice in teacher education, particularly regarding professional experience placements. Her work enhances understanding of the challenges faced by preservice teachers, leading to actionable insights that can improve their training.
  4. Recognition and Awards: Her accolades, including the Teaching and Learning Award and the Scholarship from the Australian Government Research Training Program, reflect her excellence and dedication in academia.
  5. Strong Networking and Collaboration: Dr. James actively engages with industry partners and contributes to professional development opportunities, ensuring that her research is relevant and grounded in practical experience.
  6. Positive Feedback from Students and Colleagues: The testimonials highlight her supportive teaching style and effectiveness in fostering a positive learning environment, which is crucial in higher education.

Areas for Improvement

  1. Broader Dissemination of Findings: While her research is impactful, increasing the visibility of her findings through more diverse publication outlets (e.g., blogs, webinars) could enhance outreach and application.
  2. Interdisciplinary Collaboration: Encouraging collaboration with researchers from other fields could provide fresh perspectives and enrich her work, particularly in the areas of educational technology and policy reform.
  3. Focus on Longitudinal Studies: Expanding her research to include longitudinal studies could provide deeper insights into the long-term impacts of her initiatives on preservice teachers’ careers and effectiveness in the classroom.

Education 

Dr. Sarah M. James holds a Doctor of Philosophy in Education from Southern Cross University, where her research focused on the perspectives of Australian preservice teachers regarding mentoring for effective literacy teaching. She earned a Master of Education from Torrens University, specializing in Reading and Literacy, and a Bachelor of Education from Griffith University, with a focus on English and Physical Education. Currently, she is enhancing her skills in AUSLAN at QUT. Throughout her academic journey, she has maintained high academic standards, demonstrated by her impressive GPA and numerous academic awards. Sarah’s educational background equips her with a comprehensive understanding of literacy education and teacher preparation, enabling her to lead innovative research and teaching practices that benefit preservice teachers and their future students.

Experience 

Dr. Sarah M. James has a rich and varied experience in education, spanning over a decade. She currently leads the Professional Experience Office at Queensland University of Technology, supporting preservice teachers in their practical placements. Previously, she served as the Director of Professional Experience at Southern Cross University, where she significantly enhanced teacher education programs. Sarah has held various teaching roles, including Master Teacher and Head of Department at Miami State High School, where she focused on literacy and numeracy. Her international experience includes teaching English and Health and Physical Education in Jakarta, Indonesia. Throughout her career, she has actively engaged in academic leadership, curriculum development, and mentoring of novice teachers. Sarah is known for her commitment to improving educational practices and outcomes for students, consistently seeking innovative ways to enhance teacher preparation and support in diverse learning environments.

Awards and Honors 

Dr. Sarah M. James has received numerous accolades throughout her academic career, reflecting her commitment to excellence in teaching and research. In 2020, she was awarded the Teaching and Learning Award by Southern Cross University for her innovative contributions to education. Additionally, she received the prestigious Australian Government Research Training Program Scholarship during her PhD studies. Her early career was marked by several Academic Excellence Awards from Griffith University, showcasing her outstanding academic performance. Sarah has also been recognized for her contributions to innovative teaching practices, receiving the Award for Innovation in Teaching from Miami State High School in 2013. Her ongoing involvement in professional development initiatives for preservice teachers has earned her commendations from both colleagues and students. These honors underscore her dedication to advancing educational practices and supporting the next generation of educators.

Research Focus 

Dr. Sarah M. James’s research focuses primarily on literacy education, teacher preparation, and the experiences of preservice teachers, particularly in rural, regional, and remote contexts. Her recent projects examine the alignment between federal policies and the lived experiences of early career teachers in these placements, aiming to improve professional experience systems. She is also investigating support mechanisms for students undertaking placements in these areas to enhance their experiences. Additionally, Sarah explores flexible placement options and their impact on preservice teachers’ readiness and adaptation to diverse classroom settings. Her scholarly contributions include examining inclusive assessment practices and the role of school Professional Experience Coordinators in teacher education. Through her research, Sarah seeks to inform policy and practice, ensuring that preservice teachers are well-equipped to meet the challenges of contemporary classrooms, ultimately benefiting students and educational communities.

Publications Top Notes

  • “Initial teacher education is not the problem: retaining teachers in regional, rural, and remote schools” 🏫
  • “Spotlighting rural and remote inclusive assessment” 🌏
  • “Improving ITE training by developing guidelines for the role of in-school coordinators before, during and after professional experience” 📘
  • “Submission to the Education (General Provisions) (Helping Families with School Costs) Amendment Bill 2023 inquiry” 📝
  • “Teacher of mathematics identity as a predictor of teacher wellbeing” 🔍
  • “The Professional-Experience In-School Coordinator’s Role” 👩‍🏫
  • “Refining mentor teachers’ feedback towards improving preservice teachers’ practice” 🔄
  • “Supporting preservice teachers to transition to university through a purposely structured Health and Physical Education subject” 🏋️‍♀️
  • “Primary preservice teachers’ perspectives of their literacy mentoring experiences during professional placement” 📖
  • “Development of a teacher of mathematics identity (ToMI) scale” 📊
  • “‘Readiness’, talent management and adaptive solutions to enable teachers in Indigenous schools to improve their teaching” 🌈
  • “Secondary Preservice Teachers’ Perspectives of Their Literacy Mentoring Experiences During Professional Placement” 👩‍🎓
  • “Secondary Preservice Teachers’ Perspectives of Their Literacy Mentoring Experiences During Professional Placement” 🎓

Conclusion

Dr. Sarah M. James stands out as a candidate for the Research for Best Paper Award due to her extensive research contributions, leadership, and the practical impact of her work on teacher education. Her dedication to improving professional experience placements for preservice teachers, coupled with positive feedback from peers and students, reinforces her suitability for this recognition. By addressing the suggested areas for improvement, she can further amplify her contributions to the field and enhance her already impressive portfolio.