Mikeas Silva De Lima

• 2024 – Postdoctoral Research, State University of Paraiba, Brazil
• 2023 – PhD in Science Teaching, University of São Paulo, Brazil
• 2021 – Postgraduate Diploma in Science Education, University of São Paulo, Brazil
• 2019 – M.Sc. in Chemistry Teaching, University of São Paulo, Brazil
• 2016 – BSc. in Chemistry (Teaching Licensure), Federal University of Paraíba, Brazil

Dr. Mikeas Silva de Lima is an Instructor I in Science Teaching with extensive experience in science education at both undergraduate and graduate levels. Holding a Ph.D. in Science Teaching from the University of São Paulo, his scholarship emphasizes the importance of graphical literacy, scientific argumentation, the case study teaching method, and culturally relevant practices in science education. His teaching philosophy is grounded in the belief that science education should not only convey scientific knowledge but also empower students to actively engage with local and global socioscientific issues in pursuit of social justice. He advocates for challenging traditional, colonial, and limited perspectives in science by integrating diverse ways of knowing and traditional knowledge into science teaching, while also promoting inquiry- and problem-based learning opportunities that foster curiosity, critical thinking, and creativity. Dr. Silva de Lima’s work continues to shape the field of science education by equipping educators with the tools to create more research-based, inclusive, equitable, and critically engaged learning environments.

• Scientific Communication and Argumentation
• Graphical Literacy in Chemistry Education
• Case Study Teaching Method
• Teaching Chemistry through Socioscientific Issues
• Integration of Local and Traditional Knowledge in Chemistry Teaching
• Culturally Responsive and Sustaining Teaching

• Inscriptions in Chemistry Education
• Narrative and Storytelling in Science Education
• Science Education and Social Justice
• Decolonizing Science Education
• Socioscientific Issues and Public Engagement with Science
• Scientific Communication and Argumentation

Silva de Lima, M., Pozzer, L., & Queiroz, S. L. (2024). Evidence of graphical literacy in students' oral presentations: An example from undergraduate chemistry education. Journal of Research in Science Teaching, 1-31. https://doi.org/10.1002/tea.22001

Pereira Gomes, J., Silva de Lima, M., & Dantas Filho, F. F. (2024). Integrating Local Knowledge on Cactus Pear from Brazilian Northeastern Communities for Culturally Responsive Chemistry Teaching. Journal of Chemical Education, 101(8), 3578-3583. https://doi.org/10.1021/acs.jchemed.4c0046

Silva de Lima, M., & Queiroz, S. L. (2024). Examination of the Epistemic Status of Propositions Incorporated within Arguments of Undergraduate Chemistry Students. Journal of Chemical Education, 101(2), 467-473. https://doi.org/10.1021/acs.jchemed.3c00832

Silva de Lima, M., Pozzer, L., & Queiroz, S. L. (2023). Use of interrupted case studies to teach scientific communication: Examples from the effects of mining on water resources in Brazil. Journal of Chemical Education, 100(2), 722-731. https://doi.org/10.1021/acs.jchemed.2c01146