Skip to main content
ΙΝΤ20

Plakitsi, K., Spyrtou, A., Klonari, K., Kalogiannakis, M., Malandrakis, G., Papadopoulou, P., Stamoulis, E., Soulios, J., Piliouras, P., & Kolios, N. (2014). New Greek Science Curriculum (NGSC) for Primary Education: Promoting Educational Innovation Under Hard Conditions. In C.-P. Constantinou, N. Papadouris, & A. Hadjigeorgiou (Eds.) Proceedings of the ESERA 2013 Conference: Science Education Research for Evidence-based Teaching and Coherence in Learning, (J. Dillon & A. Redfors, co-editors for Strand 10: Science curriculum and educational policy) Nicosia, Cyprus, 2-7 September 2013 (e-book).

INT19

Nari, E., Dimitriadou, K., Spyrtou, A. (2012). E-learning teacher education in Western Macedonia: The effect of an in-service training course. Paper presented in: 1st Internαtional Conference, Education Across Borders, 5-7 October 2012, Florina, Greece.

INT18

Loukomies, A., Pnevmatikos, D., Spyrtou, A., Lavonen, J., Kariotoglou, P. (2013). Promoting students’ interest and motivation towards science learning: The role of personal needs and motivation orientations. Research in Science Education, 43(6), 2517-2539. http://link.springer.com/article/10.1007/s11165-013-9370-1

INT17

Kapousizi, D., Spyrtou, A. (2013). Pre-service teachers’ views about models in Science Education. st International Conference "Education Across Borders". Paper presented in: 1st Interantional Conference, Education Across Borders, 5-7 October 2012, Florina, Greece.

INT16

Zoupidis, Α., Pnevmatikos, Δ., Spyrtou, Α.,  Kariotoglou, P. (2011). Causal relational reasoning of 5th graders using density in explaining floating-sinking phenomena. ebook-esera, (pp. 104-109).

http://lsg.ucy.ac.cy/esera/e_book/base/ebook/strand1/ebook-esera2011_ZOU...

INT15

Zoupidis, Α., Pnevmatikos, D., Spyrtou, A., & Kariotoglou, P. (2010). The gradual approach of the nature and role of models as means to enhance 5th grade students' epistemological awareness. In G. Cakmakci & M.F. Tasar (Eds.), Contemporary science education research: learning and assessment (pp. 415 – 423). Ankara, Turkey: Pegem Akademi.http://www.esera2009.org/

INT14

Lavonen, J., Byman, R., Loukomies, A., Meisalo, V., Constantinou, C., Kyratsi,T., Papadouris, N., Couso, D., Hernandez,  M.I., Pinto, R., Hatzikraniotis, E., Kallery, M., Petridou, E., Psillos, D., Kariotoglou, P., Pnevmatikos, D., Spyrtou, A., Lombardi, S.,Monroy, G.,Testa,I. (2010).  Students’ motivation on learning material science teaching modules in five countries. In G. Cakmakci & M.F. Tasar (Eds.), Contemporary science education research: learning and assessment: (pp. 51-56) ,Ankara,Turkey: Pegem Akademi. http://www.esera2009.org/ 

INT13

 

Spyrtou, A., Zoupidis, A., S. Blouchou, K. Soultanis, R. Triantafyllidou & Kariotoglou, P. (2009). Design and Refinement of a Module concerning “Materials’ Density in Floating/Sinking Phenomena”. Poster presented in: European Science Education Research Association (ESERA), 31 August– 4 September2009, Istanbul, Turkey

INT12

Spyrtou, A., Hatzikraniotis, E., Kariotoglou, P. (2009). Educational software for improving learning aspects of Newton's Third Law for student teachers. Education and Information Technologies, 14(2): 163-187. http://www.springerlink.com/content/1360-2357/?k=Spyrtou 

INT11

 

Spyrtou. A., Zoupidis, A., Kariotoglou, P. (2008). The design and development of an ICT- Enhanced Module concerning density as a property of materials applied in floating-sinking phenomena. Ιn: C. P. Constantinou & N. Papadouris (Eds.), GIREP INTERNATIONAL CONFERENCE, Physics Curriculum Design, Development and Validation, Selected Papers, 391-407. ISBN 978-9963-689-20-0.

INT10

Kariotoglou, P., Spyrtou, A. Tselfes, V. (2008). How student – teachers understand distance force interactions in different contexts. International Journal of Science and Mathematics Education, 7(5), 851-873. http://www.springerlink.com/content/77j4022w1367vgm0/ 

INT9

Spyrtou, A., Zoupidis, A. & Kariotoglou, P. (2007). Teaching and learning force interactions in different contexts. E-Proceedings of the 6th International Conference of ESERA. http://www.naturfagsenteret.no/esera/conference.html)) 

INT8

Kariotoglou, P., Spyrtou, A., & Tselfes, V., (2005). Student – teachers; conceptions about gravity interaction. In: R. Pinto et D. Couso, (Eds.), Proceedings of the 5thInternational ESERA Conference on Contributions of Research to Enhancing Students’ Interest in Learning Science, Barcelona, 28 August – 1 September,Spain, 180-183.

INT7

Hatzikraniotis, E., Theodorakakos, A., Spyrtou, A. & Kariotoglou, P. (2005). Newton-3: A Software For Teaching Dynamic Interactions. In: Michaelides, P.G., Margetousaki, A., Proceedings of the 2nd International Conference on Hands on Science, HSci,July 13-16, Rethimno, 96-102. 

INT6

Kariotoglou, P. & Spyrtou, A. (2005). A Teaching-Learning Sequence Concerning Dynamic Interactions: The Need for Appropriate Software. In: Michaelides, P.G., Margetousaki, A., Proceedings of the 2nd International Conferenceon Handson Science, HSci,July13-16, Rethimno, 91-95.

INT5

Spyrtou, A., Psillos, D., Kariotoglou, P. (2003). Investigating the complexity of teachers’ views in science teaching: issues and tools. In: Krnel, D.(ed.), Proceedings of ESERA 6th Summer-School, Liubljana,  85-96.  

INT4

Spyrtou, A., Kariotoglou, P. (2001). Interlacing content and methodology in educating primary student teachers. In: M. Bandiera, S. Caravita, E. Torracca, M. Vicentini (eds). Research Education in Europe: The Picture Expands, Litoflash, Roma, 651-658.

INT3

Spirtou, A. (1995). A strategy for educating primary teachers in science.   In: Psillos, D. (ed.). Proceedings of the second Ph. D. Summerschool. European Reseasrch in Science Education, Art of Text S.A.,Thessaloniki,424-431.

INT2

Spirtou, A., Koumaras, P. (1993). Educating primary teachers in science: the case of energy. Ιn: Liinse, P.L. (ed.). Proccedings of the first Ph. D. Summerschool, European Research in Science Education, CDβPress, Centrum voor β-Didactiek, 259-265. 

INT1

Spyrtou, A(2002). Primary student teachers’ education in Science: a constructivist approach. Academic Dissertation, School of PrimaryEducation, AUTH.

Premium Drupal Themes by Adaptivethemes