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ΕΔ21

EPSIMOS, G., FASSOULOPOULOS, G. & KARIOTOGLOU, P., 2001, Pupils' conceptions about intensive variables across the states of matter. In: Psillos, D. et al. Proceedings of the 3rd International Conference: Science Education in the knowledge based society. Vol. II, Pp. 730 - 732. ESERA. Thessaloniki, Greece.

ΕΔ22

TROULIALIS, M., FASSOULOPOULOS, G. & KARIOTOGLOU, P., 2001, Can pupils' conceptions about the relation between temperature or heat and quantity comprise the basis for the differentiation of the two variables? In: Psillos, D. et al. Proceedings of the 3rd International Conference: Science Education in the knowledge based society. Vol. II, Pp. 751 ? 753. ESERA. Thessaloniki, Greece.

ΕΔ23

SPYRTOU, A., KARIOTOGLOU, P. (2001) Interlacing content and nethodology in educating primary student teachers. in M.Bandiera, S.Caravita, E.Torracca, M.Vicentini (Eds) Research Education in Europe: The Picture Expands, Litoflash, Roma, p. 651-658.

ΕΔ24

KARIOTOGLOU, P. 2002. A laboratory based teaching sequence on fluids: developing primary student teachers conceptual and procedural knowledge. In Psillos, D. & Niederrer, H. (Eds): Τeaching and learning in the science laboratory: case studies of research and development in five european countries. Kluwer, pp. 79 - 90.

ΕΔ25

FASSOULOPOULOS, G., KARIOTOGLOU, P. KOUMARAS, P. 2003, Consistent and Inconsistent Pupils' Reasoning about Intensive Quantities: The Case of Density and Pressure. Research in Science Education, 33(1), pp 71 - 87.

ΕΔ26

SPYRTOU, A., PSILLOS, D. AND KARIOTOGLOU, P., 2003. Investigating the complexity of teachers' conceptions on science teaching: issues and tools (Invited workshop). In Krnel, D. (Ed) Proceedings of the 6th ESERA Summerschool, pp. 85 - 96. University of Ljubljana.

ΕΔ27

KOUNATIDOU, C., FASSOULOPOULOS, G. and KARIOTOGLOU, P. 2003. Αpplication of a framework appropriate for a multilevel assessment of educational multimedia software in science (FEVES). In Psillos, D., Kariotoglou P., Tselfes, V., Fassoulopoulos, G., Hatzikraniotis. E., Kallery, M., (eds.) Science Education in the Knowledge Based Society. Kluwer Academic Publishers. .Dordrecht, The Netherlandsr, pp. 343 - 351.

ΕΔ28

Kariotoglou P., Psillos D., Tselfes V. (2003). Modelling the evolution of a teaching learning sequence: From discovery to constructivist approaches. In Psillos, D., Kariotoglou P., Tselfes, V., Fassoulopoulos, G., Hatzikraniotis. E., Kallery, M., (eds.) Science Education in the Knowledge Based Society. Kluwer Academic Publishers. Dordrecht, The Netherlands, pp. 259 - 268.

ΕΔ29

Psillos D., Tselfes V. & Kariotoglou P. (2004), An Epistemological Analysis of the Evolution of Didactical Activities in Teaching - Learning Sequences: the case of fluids. International Journal of Science Education (special issue), 26 (5), 555 - 578.

ΕΔ30

KARNEZOU, M. and KARIOTOGLOU, P., 2004, Teachers' practices when visiting a technology museum with their classes. Themes in Education, 5(1), 70 - 101.

ΕΔ31

PSILLOS, D., SPYRTOU, A. and KARIOTOGLOU, P. 2005. Science teacher education: issues and proposals. In K. Boersma et al., Research and the Quality of Science Education, pp 119 - 128, Springer, Dordrecht.

ΕΔ32

KARIOTOGLOU, P. And SPYRTOU, A. 2005. A Teaching - Learning Sequence Concerning Dynamic Interactions: The need for Appropriate Software. In P. Michailides and A. Margetousaki, Proceedings of the 2nd International Conference, Hands-on Science: Science in an Changing Education. Rethymno, Greece, pp. 91-95.

ΕΔ33

HATZIKRANIOTIS, E., THEDORAKAKOS, A., SPYRTOU, A and KARIOTOGLOU, P., 2005. Newton 3: A Software for Teaching Dynamic Interactions. In P. Michailides and A. Margetousaki, Proceedings of the 2nd International Conference, Hands-on Science: Science in an Changing Education. Rethymno, Greece, pp. 96-102.

ΕΔ34

KARIOTOGLOU, P., SPYRTOU, A., And TSELFES, V., 2005. Student - teachers; conceptions about gravity interaction. In R. Pinto et D. Couso, (Eds.), Proceedings of the Fifth International ESERA Conference on Contributions of Research to Enhancing Students' Interest in Learning Science. (pp. 180-183). Barcelona, Spain.

ΕΔ35

TSELFES, V., KARIOTOGLOU, P., And EPSIMOS, G. 2005. Developing a three - pole framework for studying Science Curricula. In R. Pinto et D. Couso, (Eds.), Proceedings of the Fifth International ESERA Conference on Contributions of Research to Enhancing Students' Interest in Learning Science. (pp. 70-74). Barcelona, Spain.

ΕΔ36

KARNEZOU, M., AUGITIDOU, S., and KARIOTOGLOU, P., 2005. Teachers' perceptions about informal science education in a science and technology museum. In R. Pinto et D. Couso, (Eds.), Proceedings of the Fifth International ESERA Conference on Contributions of Research to Enhancing Students' Interest in Learning Science. (pp. 1401-1404). Barcelona, Spain.

ΕΔ37

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://tinyurl.com/kqngnws).

ΕΔ38

SPYRTOU, A. ΖOUPIDIS, A. & KARIOTOGLOU, P. 2008. The design and development of an ICT-enhanced module concerning density as property of materials. Proceedings of GIREP Conference, "Physics Curriculum Design, Development and Validation in Physics Education", Cyprus.

ΕΔ39

KARIOTOGLOU, P., SPYRTOU, A., TSELFES, V. 2008. How student - teachers understand distance force interactions in different contexts. International Journal of Science and Mathematics Education. Published on-line in Springer link Nov 26th 2008.

ΕΔ40

SPYRTOU, A., HATZIKRANIOTIS, E., KARIOTOGLOU, P. (2009) Educational software for improving learning aspects of Newton's Third Law for students teachers. Educ. Inf. Techol. 14: 163-187.

Προσφατες δημοσιεύσεις

  •  Spyrtou, A., Lavonen, J.,  Zoupidis, A., Loukomies, A., Pnevmatikos, D. Juuti, K., Kariotoglou, P. (2016). Transferring a Teaching Learning Sequence Between Two Different Educational Contexts: the Case of Greece and Finland, Int J of Sci and Math Educ  DOI 10.1007/s10763-016-9786-y

  • ZoupidisA., Pnevmatikos D., SpyrtouA., and KariotoglouP. (2017). Combining and linking virtual with real experiments as scaffolding for conceptual understanding: the explanations of floating/sinking phenomena, (under review, Research in Science & Technological Education).

  • Psillos D. and Kariotoglou P. (Eds) (2016). ITERATIVE DESIGN OF TEACHING-LEARNING SEQUENCES: INTRODUCING THE SCIENCE OF MATERIALS IN EUROPEAN SCHOOLS. Springer (coollective volume ),pp.379
    ISBN 978-94-007-7808-5

  • Καριώτογλου, Π. & Παπαδοπούλου Π. (επιμέλεια) (2014). Φυσικές επιστήμες και περιβάλλον στην προσχολική εκπαίδευση. Αναζητήσεις και προτάσεις. Αθήνα: Εκδόσεις Gutenberg σελ. 249.

  • Loukomies, A., Pnevmatikos, D., Lavonen. J., Spyrtou, A., Byman, R., Kariotoglou, P., Juuti, K. (2013). Promoting Students' Interestand Motivation Towards Science Learning: the Role of Personal Needs and Motivtion Orientations, Research in Science Education, DOI: 10.1007/s11165-013-9370-1

  • Karnezou, M., Avgitidou, S., Kariotoglou, P. (2013). Links between Teachers'  Beliefs and Their Practices in a Science and Technology Museum Visit, International Journal of Science Education, Part B: Communication and Public Engagement, DOI:10.1080/21548455.2013.773467

Πρόσφατα προγράμματα

  • STED – «ΕΚΠΑΙΔΕΥΣΗ ΕΚΠΑΙΔΕΥΤΙΚΩΝ ΣΤΙΣ ΦΥΣΙΚΕΣ ΕΠΙΣΤΗΜΕΣ». Δράση «ΑΡΙΣΤΕΙΑ ΙΙ», Επιχειρησιακό Πρόγραμμα «Εκπαίδευση και Δια Βίου Μάθηση 2007-2013», 200.000 Ευρώ.

  • MaterialsScience Project: University-school partnerships for the design and implementation of research-based ICT-enhanced modules on Material Properties, SAS6-CT-2006-042942-Material Science (042942). Υπεύθυνος ερευνητικής Ομάδας ΠΔΜ (partner)

  • «Εκπόνηση Επιχειρησιακού Σχεδίου/ Σχεδίου εφαρμογής δράσεων για την οργάνωση και λειτουργία ΙΔΒΕ στο ΠΔΜ». 2006, ΕΠΕΑΕΚ (Ιδρυματικός Υπεύθυνος έργου)

  • «Διερεύνηση Διδακτικών - Μαθησιακών Ακολουθιών: η περίπτωση των δυνάμεων». (2004 - 2006). ΕΠΕΑΕΚ- Πυθαγόρας I, ΥΠΕΠΘ. (Επιστημονικώς Υπεύθυνος)

    

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