2019 | 2018 | 2016 | 2015 | 2014 | 2012 | 2011 | 2010 | 2009 | 2008 | 2007 | 2006 | 2005 | 2004 | 2003 | 2002 | 2001 | 2000
Constantinou,C.P &Nicolaou,Christiana & Papaevripidou, Marios.
A Framework for Modeling-Based Learning, Teaching, and Assessment
In D. Krüger, A. Upmeier zu Belzen and J. van Driel (eds)
Towards a Competence-Based View on Models and Modeling in Science Education, Springer, Cham, 2019 pp.39-58
ISBN:978-3-030-30254-2
DOI:10.1007/978-3-030-30255-9_3.
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
Constantinou C.P & Tsivitanidou, Olia & Rybska, Eliza. (2018).
What Is Inquiry-Based Science Teaching and 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. 1-23.
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)
DOI: 10.1007/978-3-319-91406-0
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)
DOI: 10.1007/978-3-319-91406-0
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
ISBN 978-91-7063-945-6
https://www.diva-portal.org/smash/get/diva2:1230716/FULLTEXT01.pdfhttps://www.diva-portal.org/smash/get/diva2:1230716/FULLTEXT01.pdf
Dolin, Jens & Bruun, Jesper & Constantinou, Costas & Dillon, Justin & Jorde, Doris & Labudde, Peter. (2018).
Policy Aspects of Educational Assessment: How to Change Practice and in What Direction
In J. Dolin, R. Evans (eds) Transforming Assessment Through an Interplay Between Practice, Research and Policy.
Contributions from Science Education Research Book Series, Vol 4.
Springer, Cham, 2018, pp. 83-107.
DOI 10.1007/978-3-319-63248-3_10
ISBN 978-3-319-63247-6
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.
In J. Dolin, R. Evans (eds) Transforming Assessment Through an Interplay Between Practice, Research and Policy.
Contributions from Science Education Research Book Series, Vol 4.
Springer, Cham, 2018, pp. 83-107.
DOI 10.1007/978-3-319-63248-3_4
ISBN 978-3-319-63247-6
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 J. Dolin, R. Evans (eds) Transforming Assessment Through an Interplay Between Practice, Research and Policy. Contributions from Science Education Research Book Series, Vol 4.
Springer, Cham, 2018, pp. 83-107.
DOI 10.1007/978-3-319-63248-3_6
ISBN 978-3-319-63247-6
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.
ISBN 978-1-53613-453-7
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
ISBN 978-1-63485-228-91
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)
DOI: 10.1007/978-94-007-7808-5_13
Design, Development and Refinement of a Teaching-Learning Sequence on the Electromagnetic Properties of Materials
In D. Psillos & P. Kariotoglou (editors)
Iterative Design of Teaching-Learning Sequences Introducing the Science of Materials in European Schools (pp.331-369)
ISBN 978-94-007-7808-5
DOI: 10.1007/978-94-007-7808-5_12
Springer International Publishing
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
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
https://www.esera.org/news/esera-announcements/103-esera-2015-ebook-of-proceedings-is-now-published
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
DOI: 10.1007/978-3-319-05017-1
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
Assessing The Cognitive Processes Of Students During Modeling: Two Different Modeling Tools
IATED Academy, pp.4252-4260
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
https://novapublishers.com/shop/evaluation-in-e-learning/
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
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.), in Attitude Research in Science Education: Classic and Contemporary Measurements.
Charlotte, NC: Information Age Publishing.
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.
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.
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,
6th Grade Student Ideas and Difficulties with the Subjective Nature of Knowledge Claims (in Greek)
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.
Developments in inquiry learning.
Technology-enhanced learning: A Kaleidosope view, 2009 (pp.21-37). Dordrecht, Springer Verlag.
Epistemological Awareness: a fundamental component of science learning (in Greek)
A Design-Based Approach to Professional Development: The Need to See Teachers as Learners to Achieve Excellence in Inquiry-Based Science Education
Applying social representations theory in educational evaluation: a methodological framework.
The Development of Elementary Students’ Understanding of Complex Ecosystems Through a Model-Based Approach
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,
Fostering the development of the modeling ability of fifth graders through two instructiona approaches.
The evolving relationship between science and technology: historical, philosophical and educational aspects (in Greek)
An investigation of 6th graders’ perceptions of the distinction between science and technology (in Greek)
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,
ISBN: 978-3631553114.
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.
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.
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.
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
Mosquitoes, Environmental Education and the Usefulness of Philosophy (in Greek).
In Georgopoulos, A. (ed.) Environmental Education: a New Culture Emerges.Athens, 2005. Gutenbergeds.
A methodology for the integration of computer-based learning tools in physics curricula
Educational Virtual Spaces in Practice, Ariel Publications, Spain, 2005, pp. 233-244,
Types of Cognitive Change. A Dynamical Connectionist Account.
Preparing pre-service and in-service teachers to teach physical science: the teacher preparation program at the University of Cyprus.
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.
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,
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.
https://www.springer.com/gp/book/9781402005145
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.
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.
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.
Analysis of the potential contribution of information tools to the design and development of physics learning environments: The case of modeling software.
Elsevier Editions. ISBN. 2-84299-312-8, Paris. 2001.
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.
Cognitive readiness and educational intervention: a model of successful learning in magnetism (in Greek)
Ravanis (ed.) Introducing young children to the natural sciences: educational and teaching aspects,
Patras, 2001, pp. 204 - 211.
Potential Contribution of Digital Video to the Analysis of the Learning Process in Physics: a Case Study in the Context of Electric Circuits In
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.
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, University of Cyprus, 45253-IC-2-CY-ERASMUS-IP-1),
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.
