Denise Quiroz Martinez

I am a Lecturer in Education at the Faculty of Social Sciences, University of Stirling. Originally from Chile, I am a qualified teacher of Chemistry and Biology, registered by the General Teaching Council for Scotland (GTCS) in both Secondary Education – Biology with Science and Secondary Education – Chemistry with Science. I bring extensive classroom and academic experience to my work, with a strong commitment to developing learners’ scientific skills and fostering curiosity across all stages of education.
I have taught science to a wide range of age groups in varied school contexts across Chile. I have worked with young learners aged 5–10, nurturing early scientific thinking through exploration and foundational experiences. For older students (aged 9–17), I have taught general science and chemistry with a strong emphasis on experimentation and outdoor learning. I have also taught biology to senior secondary students (aged 14–18), supporting them to deepen their scientific understanding and critical thinking. These diverse teaching experiences have shaped my pedagogical practice and reinforced my commitment to making science education accessible, inclusive, and engaging for all learners.
I hold a PhD and MA in Science Education from University College London (Institute of Education), and a first-class BSc in Chemistry and Biology Education from the University of Santiago of Chile. My doctoral research explored how Chilean chemistry teachers integrate sustainability into their teaching, identifying both the opportunities and constraints of embedding environmental education within chemistry curricula. This work highlights the need for critical reflection on classroom realities and teachers’ practices in addressing global challenges through science education. My work is grounded in values of social justice, interdisciplinarity, and transformative pedagogy. I welcome inquiries and collaborations related to teacher education and agency, chemistry education, education for sustainability, socio-scientific issues (SSI), and interdisciplinary approaches to curriculum and pedagogy.