Constantinou,C.P & Nicolaou, Christiana & Papaevripidou, Marios.
A Framework for Modeling-Based Learning, Teaching, and Assessment
In book: Towards a Competence-Based View on Models and Modeling in Science Education, pp.39-58
N. Papadouris and C. P. Constantinou
Formative Assessment in Physics Teaching and Learning.
In: D. Sokolowska, M. Michelini (eds)
The Role of Laboratory Work in Improving Physics Teaching and Learning, Springer, Cham, 2018, pp. 71-81
ISBN: 978-3-319-96183-5 (print), 978-3-319-96184-2
DOI: 10.1007/978-3-319-96184-2_6
Formative Assessment in Physics Teaching and Learning.
In: D. Sokolowska, M. Michelini (eds)
The Role of Laboratory Work in Improving Physics Teaching and Learning, Springer, Cham, 2018, pp. 71-81
ISBN: 978-3-319-96183-5 (print), 978-3-319-96184-2
DOI: 10.1007/978-3-319-96184-2_6
Constantinou C.P & Tsivitanidou, Olia & Rybska, Eliza. (2018).
What Is Inquiry-Based Science Teaching and Learning?.
In book: Towards a Competence-Based View on Models and Modeling in Science Education, pp.39-58
Loucas Louca, Thea Skoulia, Olia E. Tsivitanidou and Costas P. Constantinou
Theoretical Underpinnings in Implementing Inquiry-Based Science Teaching/Learning.
In O. E. Tsivitanidou, P. Gray, E. Rybska, L. Louca, C. P. Constantinou (Eds.) 2018.
Professional Development for Inquiry-Based Science Teaching and Learning.
Springer International Publishing, pp. 261-280.
Book Series: Contributions from Science Education Research, Vol. 5, 2018, Series Editor: Robin Millar
ISBN: 978-3-319-91405-3 (Print), 978-3-319-91406-0 (Online)
Theoretical Underpinnings in Implementing Inquiry-Based Science Teaching/Learning.
In O. E. Tsivitanidou, P. Gray, E. Rybska, L. Louca, C. P. Constantinou (Eds.) 2018.
Professional Development for Inquiry-Based Science Teaching and Learning.
Springer International Publishing, pp. 261-280.
Book Series: Contributions from Science Education Research, Vol. 5, 2018, Series Editor: Robin Millar
ISBN: 978-3-319-91405-3 (Print), 978-3-319-91406-0 (Online)
Louca L.T, C.P Constantinou, O. Tsivitanidou, Skoulia T.
Concluding Remarks: Theoretical Underpinnings in Implementing Inquiry-Based Science Teaching/Learning
In book: Progress in the Chemistry of Organic Natural Products 107, pp.261-280
A. Baytelman, C.P Constantinou, K. Iordanou
The contribution of epistemological beliefs to informal reasoning regarding health socio-scientific issues.
In book: Challenges in Biology Education Research (edited by N. Gericke & M. Grace),
Edition: First edition (edited by N. Gericke & M. Grace), Chapter: Challenges in Biology Education Research
edited by Gericke N. & Grace M.,
Publisher: ERIDOB and University of Karlstad, pp.152-169
Dolin, Jens & Bruun, Jesper & Constantinou, Costas & Dillon, Justin & Jorde, Doris & Labudde, Peter. (2018).
Policy Aspects: How to Change Practice and in What Direction.
Harrison, Christine & Constantinou, Costas & Correia, Catarina & Grangeat, Michel & Hähkiöniemi, Markus & Livitzis, Michalis & Nieminen, Pasi & Papadouris, Nikos & Rached, Elie & Serret, Natasha & Tiberghien, Andrée & Viiri, Jouni. (2018).
Assessment On-the-Fly: Promoting and Collecting Evidence of Learning Through Dialogue.
Le Hebel, Florence, Constantinou, Costas, Hošpesová, Alena, Grob, Regula, Holmeier, Monika, Pascale, Montpied, Moulin, Marianne, Petr, Jan, Rokos, Lukáš, Stuchlikova, Iva, Tiberghien, Andrée, Tsivitanidou, Olia, Žlábková, Iva
Students’ Perspectives on Peer Assessment
In book: Transforming Assessment, pp.141-173, Le Hebel et al., 2018
P. Karnaou, O. E. Tsivitanidou, M. Livitzis, Chri. Th. Nicolaou and C. P. Constantinou
Practices and Challenges in an Undergraduate Teachers’ Course: Modeling-Based Learning and Peer Assessment in Science
In: Lori A. Caudle (Ed.), Teachers and Teaching: Global Practices, Challenges and Prospects. New York: Nova Science Publishers, 2018, pp. 103-125.
Practices and Challenges in an Undergraduate Teachers’ Course: Modeling-Based Learning and Peer Assessment in Science
In: Lori A. Caudle (Ed.), Teachers and Teaching: Global Practices, Challenges and Prospects. New York: Nova Science Publishers, 2018, pp. 103-125.
C.P Constantinou, O. Tsivitanidou
Undergraduate Students’ Heuristics and Strategy Patterns in Response to Web-Based Peer and Teacher Assessment for Science Learning
In book: Teaching and Learning: Principles, Approaches and Impact Assessment, Chapter: 4,
Publisher: Nova Science Publishers,
Editors: Malcolm Vargas, pp.65-116
C.P Constantinou, Demetris Psillos, P. Kariotoglou
Concluding Remarks: Science Education Research for Enhancing Classroom Learning
Iterative Design of Teaching-Learning Sequences Introducing the Science of Materials in European Schools (pp.371-375)
N.Papadouris, C.P.Constantinou, M. Papaevripidou, M. Livitziis
Design, Development and Refinement of a Teaching-Learning Sequence on the Electromagnetic Properties of Materials
Iterative Design of Teaching-Learning Sequences Introducing the Science of Materials in European Schools (pp.331-369)
A. Scholinaki, C.P Constantinou, D. Koursaris, E. Siakidou
Development of argumentation skills through a web-based learning environment devoted to antimicrobial resistance
In book: Recent Advances in Science and Technology Education, Ranging from Modern Pedagogies to Neuroeducation and Assessment,
Publisher: Newcastle, UK: Cambridge Scholars Publishing,
Editors: Z. Smyrnaiou, M. Riopel, M. Sotiriou, pp.243-264
C.P Constantinou, M. Hadjidemetri, M. Livitzis, V. Rechberger
Teachers’ and Learners’ Perceptions of the Mathematics, Science and Technology Curricula in Austria and Cyprus
In book: Recent Advances in Science and Technology Education, Ranging from Modern Pedagogies to Neuroeducation and Assessment,
Publisher: Newcastle, UK: Cambridge Scholars Publishing,
Editors: Z. Smyrnaiou, M. Riopel, M. Sotiriou, pp.334-345
A. Baytelman, C.P Constantinou, K. Iordanou
The Effects Of Epistemological Beliefs And Prior-knowledge On The Construction Of Arguments.
In book: E-Book ESERA 2015, Chapter: Discourse and argumentation in science education,
Publisher: Co-editors: Maria Andree & Maria Pilar Jimenez-Aleixandre, pp.123-134
N. Papadouris, C. P. Constantinou
Distinctive Features and Underlying Rationale of a Philosophically-Informed Approach for Energy Teaching
In book: Teaching and Learning of Energy in K-12 Education, Publisher: Springer Publications,
Editors: R. F. Chen, A. Eisenkraft, D. Fortus, J. Krajcik, K. Neumann, J. Nordine, A. Scheff, pp.207-222
C.P. Constantinou, Ch.Th. Nicolaou, P. Karnaou, Th. Petrou
Assessment of Learner’s Constructed Models and Modeling Competence
Association for the Advancement of Computing in Education, pp.2034-2040
https://www.academia.edu/27118697/Assessment_of_Learner_s_Constructed_Models_and_Modeling_Competence
C.P. Constantinou, Ch.Th. Nicolaou, P. Karnaou, Th. Petrou
Assessing The Cognitive Processes Of Students During Modeling: Two Different Modeling Tools
IATED Academy, pp.4252-4260
C.P Constantinou, Roser Pintó, María Isabel Hernández
On the Transfer of Teaching-Learning Materials from One Educational Setting to Another
Topics and Trends in Current Science Education: 9th ESERA Conference Selected Contributions (pp.535-552)
C.P Constantinou, R. Hadjilouka, M. Costoullou
A Design Based Research Perspective on the Development of a Teaching Learning Approach for Promoting Epistemological Awareness: An Example from Webcomics
In book: Evaluation in e-Learning, Chapter: 6,
Publisher: NOVA Publishers, Editors: Y. Psaromiligkos, A. Spyridakos, S. Retalis, pp.93-110
N. Papadouris, C. P. Constantinou, Chr. Avraam
Development and Evaluation of Curriculum Materials for Promoting High School Students’ Mechanistic Understanding of the Greenhouse Effect (in Greek)
In book: Interactions between research and practice in Science Education, Proceedings of the 7th Greek National Conference on Science Education and New Technologies in Education,
Editors: G. Papageorgiou, G. Kountouriotis, pp.463-470
Zacharia, Z. C., Rotsaka I. and Hovardas A.
Development and test of an instrument that investigates teachers’ beliefs, attitudes and intentions concerning the educational use of simulations.
In I. M. Saleh, and Khine, M. S. (Eds.), Accepted for Publication in Attitude Research in Science Education: Classic and Contemporary Measurements.
Charlotte, NC: Information Age Publishing.
C. P. Constantinou, M. Papaevripidou, M. Lividjis, A Scholinaki and R. Hadjilouca
Teaching and learning about electromagnetism in high school: addressing issues of relevance and epistemic practice.
In C. P. Constantinou and N. Papadouris (editors) Physics Curriculum Design, Development and Validation,
Selected Papers from the GIREP 2008 International Conference, 2010, pp. 296-310, ISBN: 978-9963-689-20-0.
Chr. Loulli, Chr. Papademetri and C. P. Constantinou
Capabilities and difficulties of pre-school children in solving measurement problems (in Greek)
Accepted for Publication In K. Plakitsi (editor)
Sociocognitive and sociocultural approaches to science in early childhood (pp. xx_xx). Athens: Patakis, 2010.
Chr. Th. Nicolaou, I. A. Nicolaidou and C. P. Constantinou
Scientific model construction by pre-service teachers using Stagecast Creator.
In P. Blumschein, W. Hung, D. Jonassen and J. Strobel (editors) Model-Based Approaches to Learning: Using Systems Models and Simulations to Improve Understanding and Problem Solving in Complex Domains, 2009, Sense Publishers, Boston, pp. 215-236,
In P. Blumschein, W. Hung, D. Jonassen and J. Strobel (editors) Model-Based Approaches to Learning: Using Systems Models and Simulations to Improve Understanding and Problem Solving in Complex Domains, 2009, Sense Publishers, Boston, pp. 215-236,
G. Michael, N. Papadouris, C. P. Constantinou and E. Kyza
6th Grade Student Ideas and Difficulties with the Subjective Nature of Knowledge Claims (in Greek) In K. Korfiatis, D. Portides, A. Raftopoulos and D. Charalambous (editors) Scientific Theories and Science Education, 2009, University of Cyprus, pp. 362-369.
6th Grade Student Ideas and Difficulties with the Subjective Nature of Knowledge Claims (in Greek) In K. Korfiatis, D. Portides, A. Raftopoulos and D. Charalambous (editors) Scientific Theories and Science Education, 2009, University of Cyprus, pp. 362-369.
R. Hadjilouca, N. Papadouris and C. P. Constantinou
Promoting 6th Grade Student Understanding of the Distinction Between Science and Technology and their Interconnections: Results from the Design and Validation of Curriculum Materials (in Greek). In K. Korfiatis, D. Portides, A. Raftopoulos and D. Charalambous (editors) Scientific Theories and Science Education, 2009, University of Cyprus, pp. 342-352.
Van Joolingen, W. & Zacharia, Z. C.
Developments in inquiry learning. In N. Balacheff, S. Ludvigsen, T. de Jong, A. Lazonder, and S. Barnes (Eds.)
Technology-enhanced learning: A Kaleidosope view, 2009 (pp.21-37). Dordrecht, Springer Verlag.
C. P. Constantinou and N. Papadouris
Epistemological Awareness: a fundamental component of science learning (in Greek) V. Koulaidis, A. Apostolou and K. Kampourakis (editors) The Nature of Science: Teaching Approaches, Child Services Publications, Athens, 2008, pp. 39-60, ISBN: 978-960-98209-0-5.
E. A. Kyza and C. P. Constantinou
A Design-Based Approach to Professional Development: The Need to See Teachers as Learners to Achieve Excellence in Inquiry-Based Science Education In J. Zumbach, N. Schwartz, T. Seufert and L. Kester (editors) Beyond Knowledge: The Legacy of Competence, 2008, Springer, The Netherlands, pp. 173-181,
Hovardas Τ., & K. Korfiatis.
Applying social representations theory in educational evaluation: a methodological framework. In: Ortiz, M. & Rubio, Cl. (Eds.), Educational Evaluation: 21st Century Issues and Challenges, 2008 Hauppauge, NY: Nova Science Publishers, Inc, pp. 1-29
M. Papaevripidou, C. P. Constantinou and Z. Zacharia
The Development of Elementary Students’ Understanding of Complex Ecosystems Through a Model-Based Approach In R. Pinto and D. Couso (editors) Contributions from Science Education Research, Springer, Dordrecht, 2007, pp. 333-345,
The Development of Elementary Students’ Understanding of Complex Ecosystems Through a Model-Based Approach In R. Pinto and D. Couso (editors) Contributions from Science Education Research, Springer, Dordrecht, 2007, pp. 333-345,
N. Papadouris and C. P. Constantinou
The development of epistemological awareness in various aspects of the nature of science (in Greek)
In D. Koliopoulos (ed) History, Philosophy and Science Teaching: Cultural Aspects of Science in Education, University of Patras, 2007, pp. 431-439,
In D. Koliopoulos (ed) History, Philosophy and Science Teaching: Cultural Aspects of Science in Education, University of Patras, 2007, pp. 431-439,
ISBN: 978-960-415-190-5
Papaevripidou, M., Constantinou C. P. and Zacharia, Z. C.
Fostering the development of the modeling ability of fifth graders through two instructiona approaches.
In R. Pinto and D. Couso (Eds.), Contributions from Science Education Research, 2007. Springer.
R. Hadjilouka and C. P. Constantinou
The evolving relationship between science and technology: historical, philosophical and educational aspects (in Greek)
In D. Koliopoulos (ed) History, Philosophy and Science Teaching: Cultural Aspects of Science in Education,University of Patras, 2007, pp. 533 544,
ISBN: 978-960-415-190-5.
R. Hadjilouka, N. Papadouris and C. P. Constantinou.
An investigation of 6th graders’ perceptions of the distinction between science and technology (in Greek)
In D. Koliopoulos (ed) History, Philosophy and Science Teaching: Cultural Aspects of Science in Education, University of Patras, 2007, pp. 545-560,
ISBN: 978-960-415-190-5.
Chr. Kadji-Beltran, C. P. Constantinou, P. Lindemann-Matthies, and Z. Zacharia
Diversity in environmental education. The pre-service training of primary school teachers. In: Filho, L., Salomone, M. (Eds). Innovative approaches to education for sustainable development. Peter Lang Publishers, Frankfurt, 2006, pp. 65-72,
C. P. Constantinou
Teaching and learning in contemporary society (in Greek) S. Retalis (ed.)
Advanced Internet Technologies in the Service of Learning Kastaniotis Publications, Athens, 2005. ISBN 960-03-3983-X.
C. P. Constantinou, E. Kyriakidou and Chr. Nicolaou
Curriculum design in science: the case of early childhood (in Greek) E. Papaleontiou - Louca (ed.)
New approaches to Early Childhood Education, Typotheto-Dardanos Publishers, Athens, Greece, 2005, pp. 289-302.
D. Koliopoulos and C. P. Constantinou.
An analysis of the treatment of the simple pendulum in Greek and Cypriot science curricula
In M. R. Matthews, C. Gauld & A. Stinner (eds) The Pendulum: Scientific, Historical, Philosophical & Educational Perspectives Springer Publications, 2005, pp. 449-464.
In M. R. Matthews, C. Gauld & A. Stinner (eds) The Pendulum: Scientific, Historical, Philosophical & Educational Perspectives Springer Publications, 2005, pp. 449-464.
Nicolaidou, C. Nicolaou, C. P. Constantinou.
Implementing a Virtual Learning Environment to Enhance Modeling skills and Collaboration in a Pre-service Teacher Education Science Program:
Students' Ideas about a Blended e-Learning Approach. In P. Kommers & G. Richards (Eds.),
Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2005, pp. 560-567. Chesapeake, VA: AACE
Korfiatis K., & St. Paraskevopoulos.
Mosquitoes, Environmental Education and the Usefulness of Philosophy (in Greek).
In Georgopoulos, A. (ed.) Environmental Education: a New Culture Emerges.Athens, 2005. Gutenbergeds.
N. Papadouris and C. P. Constantinou.
A methodology for the integration of computer-based learning tools in physics curricula
In F. J. Garcia, J. Garcia, M. Lopez, R. Lopez and E. Verdu (eds)
Educational Virtual Spaces in Practice, Ariel Publications, Spain, 2005, pp. 233-244,
ISBN: 84-344-2659-5.
A. Raftopoulos and C. P. Constantinou.
Types of Cognitive Change. A Dynamical Connectionist Account.
In A. Demetriou & A. Raftopoulos (eds) Cognitive Developmental Change: Theories, Models and Measurement.
Cambridge University Press, 2004, pp. 74-117,
C. P. Constantinou.
Preparing pre-service and in-service teachers to teach physical science: the teacher preparation program at the University of Cyprus.
In M. Michelini, (ed.) Quality Development in Teacher Education and Training.
Selected Contributions from the Second International GIREP Seminar. Forum Publications, Italy, 2004, pp. 323-330.
C. P. Constantinou Concept Mapping for Performance Assessment in Physics
In P. A. M. Kommers (ed.) Cognitive Support for Learning: Imagining the Unknown. IOS Press,
The Netherlands, 2004, pp. 155-166.
D. Koliopoulos, C. P. Constantinou and M. Evagorou
The Science Fair in Primary School (in Greek) In D. Koliopoulos The museum of science teaching approach,
METAIXMIO Publications, Athens, Greece, 2004, pp. 71-86,
ISBN 960-375-784-5.
R. W. Fortner, C. P. Constantinou,
Potential for Earth Systems Education in Cyprus. In V. J. Mayer (ed.) Global Science Literacy:
The International Standard for Science Literacy. The Ohio State University, 2003, pp. 131-140.
C. P. Constantinou
Preparing teachers for cognitive coaching: the case of physics and other sciences.
In R. G. Sultana (ed.) Teacher Education in the Euro-Mediterranean Region, Peter Lang, New York, 2002, pp. 69 – 92.
Chr. Nicolaou and C. P. Constantinou,
Obstacles to the development of conceptual understanding in Observational Astronomy: the case of spatial reasoning difficulties encountered by pre-service teachers.
In M. Michelini, M. Cobal (eds.) Developing Formal Thinking in Physics, Selected Contributions from the First International GIREP Seminar.
Forum Publications, Italy, 2002, pp. 413-422.
Korfiatis K.
The Science of Ecology and the Management and Protection of Nature (in Greek).
Series: Environmental Editions, General Secretariat of New Generation and National Centre of Social Research,
Athens, 2002, pp. 29-58.
N. Papadouris and C. P. Constantinou,
Analysis of the potential contribution of information tools to the design and development of physics learning environments:
The case of modeling software. In R. Pinto & S. Surinach (eds) Physics Teacher Education Beyond 2000. Selected Contributions.
Elsevier Editions. ISBN. 2-84299-312-8, Paris. 2001.
A. Gagatsis, Chr. Hadjichristou and C. P. Constantinou
The role of representations in gymnasium students’ understanding of sets and their operations.
In A. Gagatsis (ed.) Learning in Mathematics and Science and Educational Technology,
Volume I, Intercollege Press, Nicosia, 2001, pp. 349-367.
A. Raftopoulos, C. P. Constantinou, D. Koliopoulos and G. Spanoudis
Cognitive readiness and educational intervention: a model of successful learning in magnetism (in Greek)
C. Ravanis (ed.) Introducing young children to the natural sciences: educational and teaching aspects,
Patras, 2001, pp. 204 - 211.
https://www.researchgate.net/publication/317784579_Ravanis_K_2017_Early_Childhood_Science_Education_state_of_the_art_and_perspectives_Journal_of_Baltic_Science_Education_163_284-288
N. Papadouris and C. P. Constantinou,
Potential Contribution of Digital Video to the Analysis of the Learning Process in Physics: a Case Study in the Context of Electric Circuits In A. Gagatsis (ed.)
Learning in Mathematics and Science and Educational Technology, Volume II, Intercollege Press, Nicosia, 2001, pp. 260-280.
N. Papadouris and C. P. Constantinou
The design and development of research-based, technology-enhanced science curriculum: what support can we expect from communication and information tools?
In A. Gagatsis (ed.) Learning in Mathematics and Science and Educational Technology, Volume II, Intercollege Press,
Nicosia, 2001, pp. 129-155.
A. Diskos and C. P. Constantinou,
The epistemological and psychological foundations of the use of conceptual maps in learning and teaching physics.
In A. Gagatsis, C. P. Constantinou and L. Kyriakides (ed.) Learning and Assessment in Mathematics and Science,
In A. Gagatsis, C. P. Constantinou and L. Kyriakides (ed.) Learning and Assessment in Mathematics and Science,
University of Cyprus, 45253-IC-2-CY-ERASMUS-IP-1), Nicosia, June 2000, pp. 421-445.
N. Papadouris and C. P. Constantinou,
Analysis of the capabilities provided by computer software with respect to their contribution to the physics learning environment.
In A. Gagatsis, C. P. Constantinou and L. Kyriakides (ed.)
Learning and Assessment in Mathematics and Science, University of Cyprus,
45253-IC-2-CY-ERASMUS-IP-1), Nicosia, June 2000, pp. 519-545.
