Prof. Melquesedeque Freire , Chemistry Teaching , Professor at Universidade Federal do Rio Grande do Norte, Brazil
Dr. Melquesedeque da Silva Freire is a Brazilian chemist and educator, currently serving as an Adjunct Professor at the Institute of Chemistry, Federal University of Rio Grande do Norte (UFRN) . He earned his Licentiate in Chemistry from UFRN (2008), followed by a professional Master’s in Science and Mathematics Teaching (2010), and a Ph.D. in Science Education from the Federal Rural University of Pernambuco (UFRPE, 2017), including a doctoral research internship at the University of Arizona 🇺🇸. With a career dedicated to Chemistry Education , his academic interests focus on conceptual profiles, problem-solving strategies, and the historical and philosophical dimensions of chemistry in teaching. Dr. Freire is a leading voice in reshaping teacher education in Brazil, blending theoretical frameworks with practical applications to enrich student learning.
Professional Profile :Â
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Summary of Suitability for Award:
Dr. Melquesedeque da Silva Freire exemplifies excellence in “Chemical Education Awards” through a unique blend of theoretical innovation and pedagogical practice. His academic journey—from a Licentiate in Chemistry to a Ph.D. in Science Education with international experience at the University of Arizona—highlights a strong foundation in research and teaching. His doctoral work on Conceptual Profiles in Chemistry has contributed significantly to the epistemological and didactic discourse in Brazil and beyond. His research integrates philosophy, history, and cognitive theory to enhance how chemistry is taught and learned. With a consistent publication record in science education and leadership in teacher training, he actively shapes new methodologies and empowers future educators. His work on problem-solving, scientific literacy, and critical epistemology aligns directly with the goals of the Chemical Education Awards: innovation, impact, and advancement in chemistry teaching. Dr. Freire is a highly suitable and compelling candidate for the “Chemical Education Awards”. His contributions are scholarly, practical, and transformative—impacting curricula, teacher education, and classroom strategies. With his cross-disciplinary approach and international research exposure, he has advanced the field of Chemistry Education in both academic and applied contexts. This award would not only recognize his achievements but also amplify his influence on future educational reforms.
🎓Education:
Dr. Melquesedeque da Silva Freire holds a robust academic background in Chemistry and Science Education. He earned his Bachelor’s degree in Chemistry (Licentiate) from the Federal University of Rio Grande do Norte (UFRN) in 2008. He completed a professional Master’s in Science and Mathematics Teaching at UFRN in 2010, where his research focused on didactic strategies for training Chemistry teachers. In 2017, he received his Ph.D. in Science Education from the Federal Rural University of Pernambuco (UFRPE), with a doctoral research internship at the University of Arizona (USA) under the guidance of Prof. Vicente Talanquer. His doctoral thesis emphasized the Conceptual Profile Theory, integrating Philosophy and History of Chemistry into education. He has also completed advanced training in qualitative research in education at UFRPE. This diverse academic trajectory positions him as a specialist in innovative, reflective, and evidence-based Chemistry Education.
🏢Work Experience:
Dr. Freire currently serves as an Adjunct Professor at the Institute of Chemistry, UFRN, where he teaches undergraduate and postgraduate courses in Chemistry Education, Pedagogy, and Epistemology. With more than a decade of professional experience, he mentors aspiring teachers and researchers while designing evidence-based teacher training programs. He has been involved in several curriculum development projects and academic initiatives aimed at improving science literacy and conceptual understanding. His experience includes collaboration with international scholars, notably during his doctoral internship at the University of Arizona, where he worked on cognitive and philosophical frameworks in Chemistry learning. His pedagogical model often incorporates problem-solving strategies, conceptual profile analysis, and historical-philosophical context, bridging theory and practice effectively. In addition, Dr. Freire regularly participates in national science education forums and is recognized for his dynamic contributions to teacher education and curriculum innovation in Brazil.
🏅Awards:Â
Dr. Melquesedeque da Silva Freire has been recognized for his scholarly contributions and dedication to Chemistry Education. He received a doctoral sandwich scholarship from CAPES to conduct research at the University of Arizona, highlighting his international competence and academic merit. At both UFRPE and UFRN, his academic performance and innovative teaching practices earned multiple commendations. He is frequently invited as a speaker and panelist at renowned science education events, including ENPEC (National Meeting on Research in Science Education) and EDEQ (Meeting on Teaching of Chemistry), where his work on conceptual profiles and teacher formation has been well received. His leadership in developing reflective and epistemological approaches to Chemistry teaching has earned institutional appreciation. These honors not only validate his past achievements but also reflect his ongoing impact on transforming science education practices across Brazil.
🔬Research Focus:
Dr. Freire’s research lies at the intersection of Chemistry Education, Philosophy of Science, and Cognitive Learning Theories. A central theme of his work is the Theory of Conceptual Profiles, which he uses to analyze how students and teachers understand core chemical concepts through multiple epistemological lenses. He integrates historical and philosophical perspectives of chemistry into curriculum design to foster critical thinking and deeper conceptual understanding. Additionally, he emphasizes problem-solving strategies in teacher training and has developed innovative methods to bridge content knowledge with pedagogical skill. His studies also explore the nature of science, scientific literacy, and qualitative research methods in education. With a constructivist and interdisciplinary approach, his research informs both academic scholarship and classroom practices. Dr. Freire contributes to the development of science teachers capable of engaging students in meaningful, reflective, and socially relevant chemistry learning.
Publication Top Notes:
Realidade Aumentada para a Abordagem de Reações QuĂmicas: Uma ExperiĂŞncia PedagĂłgica no Ensino MĂ©dio (2025)
Conceptual profile of chemistry: a framework for enriching thinking and action in chemistry education (2019)