Artigos em Revistas Internacionais

Pedrosa-de-Jesus, H., Guerra, C. and Watts, M. (2016). University teachers’ self-reflection on their academic growth. Professional Development in Education (accepted in April 2016). doi:10.1080/19415257.2016.1194877;

Pedrosa-de-Jesus, H., Guerra, C. and Watts, M. Active co-constructive feedback and students’ critical thinking. Teaching in Higher Education (submitted April 2016);

Pedrosa-de-Jesus, H., Guerra, C. and Watts, M. Teachers’ written formative feedback on students’ critical thinking: a case study. Teaching in Higher Education (submitted March 2015);

Pedrosa-de-Jesus, M.H., Leite, S. and Watts, D.M. (2014) ‘Question moments’: a rolling programme of question-opportunities in classroom science, Research in Science Education, DOI: 10.1007/s11165-014-9429-7;

Pedrosa-de-Jesus, H. and Watts, M. (2014). view site
Managing affect in learners’ questions in undergraduate science. Studies in Higher Education, 39 (1), 102-116. DOI:10.1080/03075079.2011.64698;

Pedrosa-de-Jesus, H. Moreira, A., Lopes, B. & Watts, D.M. (2014). So much more than just a list: exploring the nature of critical questioning in undergraduate sciences. Research in Science & Technological Education, 32 (2), 115-134. DOI: 10.1080/02635143.2014.902811;

Pedrosa-de-Jesus, H. & Watts, M. (2014). Managing affect in learners’ questions in undergraduate science. Studies in Higher Education, 39 (1), 102-116. DOI:10.1080/03075079.2011.64698;

Guerra, C., Correia, A. & Pedrosa-de-Jesus, H. (2014). Estratégias inovadoras de ensino e feedback potenciadas pelas tecnologias. O “caso” da Microbiologia da Universidade de Aveiro. Indagatio Didactica, 6(1). P. 292-311;

Hagay, G., Baram-Tsabari, A., Ametller, J., Cakmakci, G., Lopes, B., Moreira, A., & Pedrosa-de-Jesus, H. (2013). The  generalizability of students’ interests in biology across gender, country and religion. Research in Science Education, 43 (3), pp. 895-919. (DOI 10.1007/s11165-012-9289-y), ISSN: 1573-1898 http://www.springerlink.com/content/erp95424877hun86/?MUD=MP;

Pedrosa-de-Jesus, H. & Moreira, A.C. (2012). Promoting questioning skills by biology undergraduates: The role of assessment and feedback in an online discussion forum. Reflecting Education, 8 (1), pp. 57-77. ISSN 1746-9082. URL: http://www.reflectingeducation.net/index.php/reflecting/index;

Pedrosa-de-Jesus, H. & Silva Lopes, B. (2012). Exploring the relationship between teaching and learning conceptions and questioning practices, towards academic development. Higher Education Research Network Journal (HERN-J), 5, 37-52. ISBN 978-0-9558633-8-7;

Hagay, G., Baram-Tsabari, A., Ametller, J., Cakmakci, G., Lopes, B., Moreira, A., & Pedrosa-de-Jesus, H. (2012). The generalizability of students’ interests in biology across gender, country and religion. Research in Science Education, (17 May 2012) (DOI 10.1007/s11165-012-9289-y), ISSN: 1573-1898 http://www.springerlink.com/content/erp95424877hun86/?MUD=MP;

Pedrosa-de-Jesus, M.H., Lopes, B. Moreira, A.C. & Watts, D.M. (2012). Contexts for questioning: two zones of teaching and learning in undergraduate science. Higher Education, 64(4), 557-571. DOI: 10.1007/s10734-012-9512-9 (09 March 2012). ISSN: 0018-1560.  URL: http://www.springerlink.com/content/753g248111gt52t0/;

Pedrosa-de-Jesus, H. & Watts, M. (2012). Managing affect in learners’ questions in undergraduate science. Studies in Higher Education, (09 February 2012)  DOI:10.1080/03075079.2011.646983 URL:http://dx.doi.org/10.1080/03075079.2011.646983. ISSN 1470-174X;

Pedrosa-de-Jesus, M.H. & da Silva Lopes, B. (2011). The relationship between teaching and learning conceptions, preferred teaching approaches and questioning practices. Research Papers in Education, 26 (2), 223-243. ISSN: 0267-1522;

Pedrosa-de-Jesus, H. & Moreira, A.C. (2009). The role of students’ questions in aligning teaching, learning and assessment: a case study from undergraduate sciences. Assessment & Evaluation in Higher Education, 34(2), 193-208. URL:http://dx.doi.org/10.1080/02602930801955952. ISSN 1469-297X;

Watts, M. & Pedrosa-de-Jesus, H. (2005). The cause and affect of asking questions: Reflective case studies from undergraduate sciences. Canadian Journal of Science, Mathematics and Technology Education (CJSMTE/ RCESMT), 5 (4), 437-452.

Livros e Capítulos de livro

Pedrosa-de-Jesus, M. H. & Silva Lopes, B, (2013). The relationship between teaching and learning conceptions, preferred teaching approaches and questioning practices. In C. Evans & M. Kozhevnikov (Eds.) Styles of Practice in Higher Education. Exploring approaches to teaching and learning. Routledge: Taylor & Francis Group. https://www.acheterviagrafr24.com/achat-viagra-en-ligne-sans-ordonnance/ ISBN: 978-0-415-82605-1. (pp. 91-111);

Silva Lopes, B., Moreira, A.C. & Pedrosa-de-Jesus, M.H. (2012). “Questions in Biology”. Designing an online discussion forum for promoting active learning about Evolution. In Gonçalves, F., Pereira, R., Leal Filho, W. & Azeiteiro, U.M. (Eds.) 2012. Contributions to the UN Decade of Education for Sustainable Development. In the series Umweltbildung, Umweltkommunikation und Nachhaltigkeit – Environmental Education, Communication and Sustainability. Frankfurt am Main: Peter Lang. (pp. 235-254). ISBN 978-3-631-61347-4;

Watts, M. & Pedrosa-de-Jesus, H. (2011). Questions and Science (Chapter 7). In R. Toplis (Ed). How science works. Exploring effective pedagogy and practice. London: Routledge. ISBN: 978-­0-­415-­56279-9.(p.85-102);

Watts, D.M. & Pedrosa de Jesus, H. (2007) Asking questions in classroom science. In K. Taber (Ed.) Science Education for Gifted Learners. London: Routledge Falmer. (p.112-127);

Watts, M. & Pedrosa, H. (2006) Enhancing University Teaching Through Effective Use of Questioning. London, SEDA Special 19 (Staff and Educational Development Association). ISBN: 1 902435 35 4;

Watts, DM., & Pedrosa de Jesus, MH. (2004) Using students’ questions in the teaching of chemistry: A case study. The Learning and Teaching Subject Network Scholarly Approaches to Learning and Teaching. http://www.ltsn.ac.uk/genericcentre.

Atas de Conferencias

Pedrosa-de-Jesus, H.; Guerra, C.; Cunha, A., Almeida, A., Pedrosa, J. & Watts, M. (2014). Self-reflection on the Strengths, Weaknesses and Possibilities in the Academic Development of University Teachers. IN ECER 2014 “The Past, the Present and Future of Educational Research in Europe”. Porto: Universidade do Porto (Portugal);

Guerra, C.; Pedrosa-de-Jesus, H., Correia, A., Cunha, A., Almeida, A. & Watts, M. (2014). Promoting Academic Development trough situated critical reflection. IN ATEE Annual Conference. Transitions in Teacher Education and Professional Identities (Abstracts). Braga: Universidade do Minho (Portugal);

Pedrosa-de-Jesus, H., Guerra, C., Moreira, A. & Watts, M. (2014) The Role of Teacher’s Written Formative Feedback on Students’ Critical Thinking. Conference Proceedings of The European Conference on Education 2014 (IAFOR). Brighton, United Kingdom. ISSN: 2188-1162 (pp.221-238).Available at http://iafor.org//Proceedings/ECE/ECE2014_proceedings.pdf

Pedrosa-de-Jesus, H. & da Silva Lopes, B. & Watts, M. (2013). Striving against invalidity in qualitative research: Discussing a reflective framework.  In Bostrom, L., Augustsson, G., Evans, C. Charlsworth, Z. & Cools, E.(EDS.) Building Learning Capacity for Life – Proceedings of the 18th Annual Conference of the Education, Learning, Styles, Individual Differences Network (ELSIN). Billund, Denmark, 18-20 June 2013 (pp. 234-248) ISBN: 978-80-263-0384-8.