RESEARCH
Initially my experience has focused on the design, implementation and evaluation of two science innovative curriculum projects (Nature in the city and Health is everyone's business), prepared by a group of collaborative action research. The project, implemented in a secondary school in the city of Ourense, is characterized by the inclusion in each of the units that compose scientific issues with personal and social relevance (Membiela, 1999).The contents of the research related to Nature in the city were, in chronological order, the following: (1) previous educational experiences in science class students involved in the project; (2) students' preconceptions about the natural and urban environmental problems (Membiela, Nogueiras and Suarez, 1993a, 1993b, 1994); (3) small group work, seen through three different perspectives: students, teachers and external observers (Nogueiras, Membiela and Suarez, 1994); (4) overall assessment of the quality of the curricular project and its implementation process, through the satisfaction of those involved: students, teachers and external advisor (Membiela, Suarez and Nogueiras, 1994); (5) psychosocial climate of the classrooms in the project, analyzed from the perspective of students, teachers and external collaborators, who acted as observers (Suarez, Pías, Membiela and Dapia, 1998) was implemented; (6) evaluation of the curriculum project as a product, in which the coherence between the proposed activities and the major goals of the project is analyzed; (7) retrospective account of the processes of design, implementation and evaluation of the curriculum project, and (8) the own research group as an object of reflection.
Parallel has developed research on the role in teaching science curriculum guidelines, as called Science-Technology-Society or territorial (Membiela et al., 2011) or cross-cutting themes such as environmental education and education for health.
More recently, the research is placed within a line of work on the interest of the school experience through autobiographies (DePalma et al, 2011; Suarez et al, 2012) to broaden the understanding of what happens in the education through the stories of autobiographical experiences as school teachers and potential teachers.