Costas Constantinou - Academia.edu (original) (raw)

Papers by Costas Constantinou

Περιέχει το πλήρες κείμενοThe purpose of this study was to examine elementary school students’ ab... more Περιέχει το πλήρες κείμενοThe purpose of this study was to examine elementary school students’ ability to construct scientific arguments. We set out to analyze students’ arguments in aspects of structure and validity of claims, before and after instruction. Our hypothesis was that students’ knowledge of the subject domain would affect their ability to construct scientific arguments; in addition, we hypothesized that a teaching intervention that aimed to promote collaborative exchange of ideas among students, provided available and contradictory evidence about a subject and enabled graphical representation of arguments, would help students improve the structure of their scientific reasoning. The samples of the study comprised 24 5th graders of a rural public elementary school in Cyprus. Students were asked to construct arguments about a controversial issue in ecology. Should the fox vulpes vulpes be protected or hunted? The arguments constructed by students were analyzed before and a...

This paper reports on a research effort targeted at helping high-school students develop decision... more This paper reports on a research effort targeted at helping high-school students develop decision-making skills, in the context of an important socio-scientific issue that is not traditionally included in school curricula. This issue relates to the evaluation of the quality of drinking water on the basis of its ingredients and their concentration. Selecting among different bottled waters becomes complicated because (a) students do not typically interpret the information shown on the label in an appropriate manner (e.g. they cannot identify which of the constituents of the water are harmful for human consumption or which limits are prohibitive); (b) the concentration of each constituent is not common for all commercially available bottled waters; and (c) the content of solvents in the water, varies from one type of water to another. The paper reports on an attempt to design an activity sequence that seeks to help students develop the optimization strategy in the context of selecting ...

Contributions from Science Education Research, 2018

This review's overarching goal is to synthesize what the research tells us about the impact of te... more This review's overarching goal is to synthesize what the research tells us about the impact of teacher professional development programs for both pre-service and in-service science teachers' self-efficacy for the enactment of inquiry-based instruction (IBI) in the classroom. This in-depth critical review attempts to illuminate insights and direction of multi-faceted Professional Development Designs (PDDs) in relation to two eminent research fields in science education; self-efficacy and inquiry-based teaching(IBT). It involves a computerized, web-based search of relevant studies mainly consisting of academic and peer-reviewed journals and well-known book chapters. 43 empirical studies that met specific search criteria were selected for the review based on indications of the reputation of the research and recent impacts factors. Additionally, the methodological aspect is considered to draw a more complete and holistic view of the related studies regarding self-efficacy and inquiry-based science teaching. The prominent implications of the review were the mediator or moderator effect of self-efficacy in the relationship of professional development interventions and the enactment of inquiry-based science teaching, particularly, for pre-service teachers and the broader understanding of the nature of PDDs either form of science content courses or science methods courses. Out of which, deep understanding of scientific inquiry, strong practical experience with designing, developing, implementing and assessing IBT, and skills for guiding and organizing students to conduct inquiry activities were found to be key features of PDDs. Other functional and methodological implications are also pointed out for further research related to the effects of different innovative professional learning communities promoting the self-efficacy beliefs for inquiry-based teaching in science.

The purpose of this study was to compare the effect of Physical Manipulatives (PM) and the combin... more The purpose of this study was to compare the effect of Physical Manipulatives (PM) and the combination of Physical Manupulatives with Virtual Manipulatives (VM) on pre-service teachers’ understanding of scientific concepts in the domain of heat and temperature. A pre-post comparison study design was conducted that involved 62 undergraduate pre-service elementary school teachers enrolled in an introductory course in heat and temperature that was based upon the Physics by Inquiry curriculum (McDermott and The Physics Education Group, 1996). The participants were assigned to an experimental (EG, 34 students) and a control group (CG, 28 students). The CG used PM to conduct the experiments, whereas, the EG used a combination of PM and VM. Conceptual tests were administered to assess students’ understanding before, during, and after the study The data analysis involved both quantitative and qualitative methods of analysis. The quantitative analysis showed that experimenting with the combi...

In this paper we argue for a new role for experiment in science teaching and learning. Our propos... more In this paper we argue for a new role for experiment in science teaching and learning. Our proposition is based on the conception of experiment as an active ingredient of theory construction and not as a mere tool for theory testing. This latter view is based on the classical conception of the mind-world interaction, according to which human action purports to test the validity of a tentative solution to a problem and follows after mental processing. We present the new framework that views the interactions with the environment as active ingredients of the mind’s problem solving activity. We also adduce evidence for this new role of experiment from the history of science. Finally, we discuss the repercussions of this view of cognition, as the activity of a mind-environment inseparable whole for the role of experiment in knowledge

Learning in science can be analyzed into a number of constituent components: the acquisition of e... more Learning in science can be analyzed into a number of constituent components: the acquisition of experiences with natural phenomena provides the basis for the subsequent development of concepts; the mental representation of the structure and organization of scientific knowledge that is needed to avoid knowledge fragmentation and meaningless use of jargon comes with the development of epistemological awareness; scientific and reasoning skills provide the strategies and procedures for making operational use of one’s conceptual understanding in order to analyze and understand every day phenomena but also to undertake critical evaluation of evidence in decision making situations. Finally, positive attitudes towards inquiry feed students motivation and safeguard sustainable engagement with the learning process. Traditional instruction has failed to explicitly take into account many of these components. This has severely constrained the ability of traditional teaching approaches to promote...

This study describes the design of web-based learning materials for the development of decision-m... more This study describes the design of web-based learning materials for the development of decision-making skills in energy-based issues. First, we provide an overview of the curriculum development methodology we used and then we illustrate each of its stages in the context of the decision-making curriculum. In describing the curriculum development process, we seek to emphasize its research-based nature and the important role of certain tools, such as the capability analysis of available technological tools and the epistemological analysis of the learning objectives.

Computer technology has received much attention as a means of reforming educational practice in P... more Computer technology has received much attention as a means of reforming educational practice in Physics. It is widely believed that technology could function as a medium for bringing about the necessary reform to improve learning standards and in particular to promote the conceptual understanding and reasoning skills that so many of our students lack after traditional instruction. The Learning in Physics Group has a coordinated program combining research with the development and validation of curriculum for secondary and high school grades. We have undertaken a systematic analysis of the capabilities of a range of computer-based tools that are conducive to improving the quality of the learning and teaching of Physics. This type of analysis leads to the detailed formulation of a series of competencies relevant to Physics that could be developed with appropriate use of these tools. In this paper, we concentrate on the development of modeling skills and we outline the methodology we have developed followed by typical results. We also demonstrate how our results could be used in the design and development of innovative learning environments. Finally, we discuss the constraints to the effective use of educational technology and implications for Physics teaching as well as for the preparation of teachers and the development of curricula.

Contributions from Science Education Research, 2016

the material is concerned, specifi cally the rights of translation, reprinting, reuse of illustra... more the material is concerned, specifi cally the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfi lms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specifi c statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.

It is reported that, without appropriate support, students might face several difficulties when e... more It is reported that, without appropriate support, students might face several difficulties when engaging in highlevel reasoning in science. This paper discusses the design of a software-based tool to support students' inquiry. This scaffolding is provided through the use of STOCHASMOS, a web-based platform designed to support teachers' authoring of inquiry-based learning environments and students' reflective inquiry practices. In this paper, we present the theoretical background supporting the development of STOCHASMOS, present the platform and discuss findings from a classroom study. The results have wider implications for the design of webbased learning environments and for the role of self-and group-reflections in facilitating inquiry processes with scientific data.

A growing number of studies have reported that teachers face many challenges in conceptualizing a... more A growing number of studies have reported that teachers face many challenges in conceptualizing and enacting inquiry-based teaching and learning. Even though teacher designed approaches are considered an important pathway that could assist teachers in dealing with important aspects of inquiry based-teaching, the development of relevant tools that can scaffold teachers in this process has not received appropriate attention. The purpose of this study was to examine how teachers designed web-based inquiry learning environments on a specific platform that allows them to structure content, and provide technology-realized scaffolding in a variety of ways. Participants in the study were ten graduate students enrolled in a science teacher preparation course. Data were collected using multiple methods and analyzed qualitatively. Our analyses show that the process of design provided a valuable vehicle for teachers' challenges and approaches to surface and be realized. Teachers' designs shared common characteristics, as a result of the scaffolding they received through the course; nevertheless varied in the way pedagogical and epistemological characteristics of inquiry-based learning were weaved together in inquiry sequences and tasks. The results of the study provide implications for the design of tools that will address the diverse needs of teachers and provide them with scaffolding in designing technologically enhanced inquiry-based learning environments. KEYWORDS Inquiry-based learning, science, web-based learning environments, science teachers' education, instructional design, design-based learning THE INQUIRY BASED SCIENCE TEACHER: LEARNING BY DESIGN Inquiry-based approaches to teaching and learning are placed at the centre of current reform efforts in science education (AAAS, 1993; NRC, 1996). Inquiry, a multifaceted term, consolidates the reasoning and methodological characteristics of authentic science. Being familiar with science as a way of knowing is considered a necessary competency for the citizen of tomorrow, as he will increasingly be involved in shaping collective decisions for important socio-scientific controversies. Inquiry based learning and teaching is not an easy task for any educational system. It involves an epistemology that often contradicts the conventions traditional schooling is based on, e.g. teaching practices, organizational structure, long-standing beliefs and attitudes by teachers, administrators and students.

Electromagnetism presents an interesting topic for teaching and learning of physics in high schoo... more Electromagnetism presents an interesting topic for teaching and learning of physics in high school. On the one hand, the corresponding phenomena are mostly outside the range of student experiences and relevance to every day life is not immediately identifiable for many. On the other hand, the topic offers a rich context for cultivating conceptual understanding of a progression of core scientific concepts such as interaction at a distance, force fields, mesoscopic structural models and induction. We have taken up these challenges with a view to explore the extent to which we could use epistemic practices in science and technology as an innovative approach to highlighting the relevance of electromagnetic phenomena and engaging students in a process of inquiry oriented teaching and learning. To achieve this, we have combined principles from the inquiry-oriented teaching and learning framework and learning through technological design in order to design a teaching learning sequence of a...

We report a study in which we designed and implemented a curriculum within the context of ecosyst... more We report a study in which we designed and implemented a curriculum within the context of ecosystems aimed at fostering scientific modelling skills and enhancing conceptual understanding among fifth graders through the use of Stagecast Creator TM. We describe how activities supported students to improve and expand their models by adding new information collected from observations and personal knowledge about real-life ecosystems. Paperand-pencil tests were used both before and after the study to evaluate students' modelling skills and understanding of concepts related to ecosystems. The data analysis followed both qualitative and quantitative methods. The results indicated the importance of the synergy of the study's goals: to learn about marine ecosystems and develop modelling skills. We found significant differences between students' preand post-test scores, suggesting that our approach facilitated the development of both modelling skills and enhanced conceptual understanding of marine ecosystems of fifth graders.

The introduction of new educational technologies in elementary schools constitutes a decisive fac... more The introduction of new educational technologies in elementary schools constitutes a decisive factor for the preparation of tomorrow's citizens, who will be called upon to respond to the challenges of the newly emerging information society. During the school year 2001-2002, the Cyprus Ministry of Education and Culture, the University of Cyprus and the Bank of Cyprus implemented the first technology enhanced collaboration-at-a- distance program, called "ODYSSEUS", between two elementary schools of Cyprus. The program centred around a joint effort to prepare children for taking part in a science fair. The science fair is a non-formal learning environment that has been developed by the Learning in Physics Group as a context for developing investigative skills. Its is an organized educational activity that aims to engage students with science as a process of inquiry and to promote the development of science process skills as well as positive attitudes towards inquiry base...

Mediterranean Journal of …, 2003

Global Science Literacy has as its goals to stimulate an interest in science, represent modern te... more Global Science Literacy has as its goals to stimulate an interest in science, represent modern technological goals of science, develop international understanding, relate science to social needs, and develop thinking and problem-solving skills for the 21 st Century. Such an approach is proposed as viable on an international basis for conceptual strength in integrated science courses. Assessment of GSL's potential in Cyprus serves as an example of preparations needed and concerns to be addressed if GSL is to become the basis of the science curriculum. Toward this end, a survey of teachers throughout Cyprus identified teachers' priorities for environmental issues and system science concepts their students should know, the teachers' knowledge of those concepts and issues, and their current levels of teaching them. This paper will discuss the teachers' relative perceptions of local and global understandings, Earth systems science, and teacher education issues involved in fostering Global Science Literacy.

lsg.ucy.ac.cy

The purpose of this study was to compare the effect of Physical Manipulatives (PM), Virtual Manip... more The purpose of this study was to compare the effect of Physical Manipulatives (PM), Virtual Manipulatives (VM), and two sequential combinations of PM and VM, on pre-service students' understanding of scientific concepts in the domain of heat and ...

The development of student understanding of phases of the moon is notoriously difficult due to th... more The development of student understanding of phases of the moon is notoriously difficult due to the spatial reasoning requirements posed by the relative motion of three celestial bodies. We have used the Greek version of Physics by Inquiry to develop two alternative three-body models with a class of prospective elementary teachers. At the end of the semester we used a computer-based evaluation instrument that we developed in order to assess student understanding of the formation of the phases of the moon as well as the ...

The challenge facing new technologies is whether they can contribute to a qualitative step up and... more The challenge facing new technologies is whether they can contribute to a qualitative step up and to education for all as a process of facilitating the development of creative people with the ability to think critically and to engage in socially relevant decision making. In this paper, we describe a project whose purpose is to develop a learning environment that takes into account current expertise in learning theory in order to facilitate productive collaboration in a way that leads to active construction of meaning.

Περιέχει το πλήρες κείμενοThe purpose of this study was to examine elementary school students’ ab... more Περιέχει το πλήρες κείμενοThe purpose of this study was to examine elementary school students’ ability to construct scientific arguments. We set out to analyze students’ arguments in aspects of structure and validity of claims, before and after instruction. Our hypothesis was that students’ knowledge of the subject domain would affect their ability to construct scientific arguments; in addition, we hypothesized that a teaching intervention that aimed to promote collaborative exchange of ideas among students, provided available and contradictory evidence about a subject and enabled graphical representation of arguments, would help students improve the structure of their scientific reasoning. The samples of the study comprised 24 5th graders of a rural public elementary school in Cyprus. Students were asked to construct arguments about a controversial issue in ecology. Should the fox vulpes vulpes be protected or hunted? The arguments constructed by students were analyzed before and a...

This paper reports on a research effort targeted at helping high-school students develop decision... more This paper reports on a research effort targeted at helping high-school students develop decision-making skills, in the context of an important socio-scientific issue that is not traditionally included in school curricula. This issue relates to the evaluation of the quality of drinking water on the basis of its ingredients and their concentration. Selecting among different bottled waters becomes complicated because (a) students do not typically interpret the information shown on the label in an appropriate manner (e.g. they cannot identify which of the constituents of the water are harmful for human consumption or which limits are prohibitive); (b) the concentration of each constituent is not common for all commercially available bottled waters; and (c) the content of solvents in the water, varies from one type of water to another. The paper reports on an attempt to design an activity sequence that seeks to help students develop the optimization strategy in the context of selecting ...

Contributions from Science Education Research, 2018

This review's overarching goal is to synthesize what the research tells us about the impact of te... more This review's overarching goal is to synthesize what the research tells us about the impact of teacher professional development programs for both pre-service and in-service science teachers' self-efficacy for the enactment of inquiry-based instruction (IBI) in the classroom. This in-depth critical review attempts to illuminate insights and direction of multi-faceted Professional Development Designs (PDDs) in relation to two eminent research fields in science education; self-efficacy and inquiry-based teaching(IBT). It involves a computerized, web-based search of relevant studies mainly consisting of academic and peer-reviewed journals and well-known book chapters. 43 empirical studies that met specific search criteria were selected for the review based on indications of the reputation of the research and recent impacts factors. Additionally, the methodological aspect is considered to draw a more complete and holistic view of the related studies regarding self-efficacy and inquiry-based science teaching. The prominent implications of the review were the mediator or moderator effect of self-efficacy in the relationship of professional development interventions and the enactment of inquiry-based science teaching, particularly, for pre-service teachers and the broader understanding of the nature of PDDs either form of science content courses or science methods courses. Out of which, deep understanding of scientific inquiry, strong practical experience with designing, developing, implementing and assessing IBT, and skills for guiding and organizing students to conduct inquiry activities were found to be key features of PDDs. Other functional and methodological implications are also pointed out for further research related to the effects of different innovative professional learning communities promoting the self-efficacy beliefs for inquiry-based teaching in science.

The purpose of this study was to compare the effect of Physical Manipulatives (PM) and the combin... more The purpose of this study was to compare the effect of Physical Manipulatives (PM) and the combination of Physical Manupulatives with Virtual Manipulatives (VM) on pre-service teachers’ understanding of scientific concepts in the domain of heat and temperature. A pre-post comparison study design was conducted that involved 62 undergraduate pre-service elementary school teachers enrolled in an introductory course in heat and temperature that was based upon the Physics by Inquiry curriculum (McDermott and The Physics Education Group, 1996). The participants were assigned to an experimental (EG, 34 students) and a control group (CG, 28 students). The CG used PM to conduct the experiments, whereas, the EG used a combination of PM and VM. Conceptual tests were administered to assess students’ understanding before, during, and after the study The data analysis involved both quantitative and qualitative methods of analysis. The quantitative analysis showed that experimenting with the combi...

In this paper we argue for a new role for experiment in science teaching and learning. Our propos... more In this paper we argue for a new role for experiment in science teaching and learning. Our proposition is based on the conception of experiment as an active ingredient of theory construction and not as a mere tool for theory testing. This latter view is based on the classical conception of the mind-world interaction, according to which human action purports to test the validity of a tentative solution to a problem and follows after mental processing. We present the new framework that views the interactions with the environment as active ingredients of the mind’s problem solving activity. We also adduce evidence for this new role of experiment from the history of science. Finally, we discuss the repercussions of this view of cognition, as the activity of a mind-environment inseparable whole for the role of experiment in knowledge

Learning in science can be analyzed into a number of constituent components: the acquisition of e... more Learning in science can be analyzed into a number of constituent components: the acquisition of experiences with natural phenomena provides the basis for the subsequent development of concepts; the mental representation of the structure and organization of scientific knowledge that is needed to avoid knowledge fragmentation and meaningless use of jargon comes with the development of epistemological awareness; scientific and reasoning skills provide the strategies and procedures for making operational use of one’s conceptual understanding in order to analyze and understand every day phenomena but also to undertake critical evaluation of evidence in decision making situations. Finally, positive attitudes towards inquiry feed students motivation and safeguard sustainable engagement with the learning process. Traditional instruction has failed to explicitly take into account many of these components. This has severely constrained the ability of traditional teaching approaches to promote...

This study describes the design of web-based learning materials for the development of decision-m... more This study describes the design of web-based learning materials for the development of decision-making skills in energy-based issues. First, we provide an overview of the curriculum development methodology we used and then we illustrate each of its stages in the context of the decision-making curriculum. In describing the curriculum development process, we seek to emphasize its research-based nature and the important role of certain tools, such as the capability analysis of available technological tools and the epistemological analysis of the learning objectives.

Computer technology has received much attention as a means of reforming educational practice in P... more Computer technology has received much attention as a means of reforming educational practice in Physics. It is widely believed that technology could function as a medium for bringing about the necessary reform to improve learning standards and in particular to promote the conceptual understanding and reasoning skills that so many of our students lack after traditional instruction. The Learning in Physics Group has a coordinated program combining research with the development and validation of curriculum for secondary and high school grades. We have undertaken a systematic analysis of the capabilities of a range of computer-based tools that are conducive to improving the quality of the learning and teaching of Physics. This type of analysis leads to the detailed formulation of a series of competencies relevant to Physics that could be developed with appropriate use of these tools. In this paper, we concentrate on the development of modeling skills and we outline the methodology we have developed followed by typical results. We also demonstrate how our results could be used in the design and development of innovative learning environments. Finally, we discuss the constraints to the effective use of educational technology and implications for Physics teaching as well as for the preparation of teachers and the development of curricula.

Contributions from Science Education Research, 2016

the material is concerned, specifi cally the rights of translation, reprinting, reuse of illustra... more the material is concerned, specifi cally the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfi lms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specifi c statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.

It is reported that, without appropriate support, students might face several difficulties when e... more It is reported that, without appropriate support, students might face several difficulties when engaging in highlevel reasoning in science. This paper discusses the design of a software-based tool to support students' inquiry. This scaffolding is provided through the use of STOCHASMOS, a web-based platform designed to support teachers' authoring of inquiry-based learning environments and students' reflective inquiry practices. In this paper, we present the theoretical background supporting the development of STOCHASMOS, present the platform and discuss findings from a classroom study. The results have wider implications for the design of webbased learning environments and for the role of self-and group-reflections in facilitating inquiry processes with scientific data.

A growing number of studies have reported that teachers face many challenges in conceptualizing a... more A growing number of studies have reported that teachers face many challenges in conceptualizing and enacting inquiry-based teaching and learning. Even though teacher designed approaches are considered an important pathway that could assist teachers in dealing with important aspects of inquiry based-teaching, the development of relevant tools that can scaffold teachers in this process has not received appropriate attention. The purpose of this study was to examine how teachers designed web-based inquiry learning environments on a specific platform that allows them to structure content, and provide technology-realized scaffolding in a variety of ways. Participants in the study were ten graduate students enrolled in a science teacher preparation course. Data were collected using multiple methods and analyzed qualitatively. Our analyses show that the process of design provided a valuable vehicle for teachers' challenges and approaches to surface and be realized. Teachers' designs shared common characteristics, as a result of the scaffolding they received through the course; nevertheless varied in the way pedagogical and epistemological characteristics of inquiry-based learning were weaved together in inquiry sequences and tasks. The results of the study provide implications for the design of tools that will address the diverse needs of teachers and provide them with scaffolding in designing technologically enhanced inquiry-based learning environments. KEYWORDS Inquiry-based learning, science, web-based learning environments, science teachers' education, instructional design, design-based learning THE INQUIRY BASED SCIENCE TEACHER: LEARNING BY DESIGN Inquiry-based approaches to teaching and learning are placed at the centre of current reform efforts in science education (AAAS, 1993; NRC, 1996). Inquiry, a multifaceted term, consolidates the reasoning and methodological characteristics of authentic science. Being familiar with science as a way of knowing is considered a necessary competency for the citizen of tomorrow, as he will increasingly be involved in shaping collective decisions for important socio-scientific controversies. Inquiry based learning and teaching is not an easy task for any educational system. It involves an epistemology that often contradicts the conventions traditional schooling is based on, e.g. teaching practices, organizational structure, long-standing beliefs and attitudes by teachers, administrators and students.

Electromagnetism presents an interesting topic for teaching and learning of physics in high schoo... more Electromagnetism presents an interesting topic for teaching and learning of physics in high school. On the one hand, the corresponding phenomena are mostly outside the range of student experiences and relevance to every day life is not immediately identifiable for many. On the other hand, the topic offers a rich context for cultivating conceptual understanding of a progression of core scientific concepts such as interaction at a distance, force fields, mesoscopic structural models and induction. We have taken up these challenges with a view to explore the extent to which we could use epistemic practices in science and technology as an innovative approach to highlighting the relevance of electromagnetic phenomena and engaging students in a process of inquiry oriented teaching and learning. To achieve this, we have combined principles from the inquiry-oriented teaching and learning framework and learning through technological design in order to design a teaching learning sequence of a...

We report a study in which we designed and implemented a curriculum within the context of ecosyst... more We report a study in which we designed and implemented a curriculum within the context of ecosystems aimed at fostering scientific modelling skills and enhancing conceptual understanding among fifth graders through the use of Stagecast Creator TM. We describe how activities supported students to improve and expand their models by adding new information collected from observations and personal knowledge about real-life ecosystems. Paperand-pencil tests were used both before and after the study to evaluate students' modelling skills and understanding of concepts related to ecosystems. The data analysis followed both qualitative and quantitative methods. The results indicated the importance of the synergy of the study's goals: to learn about marine ecosystems and develop modelling skills. We found significant differences between students' preand post-test scores, suggesting that our approach facilitated the development of both modelling skills and enhanced conceptual understanding of marine ecosystems of fifth graders.

The introduction of new educational technologies in elementary schools constitutes a decisive fac... more The introduction of new educational technologies in elementary schools constitutes a decisive factor for the preparation of tomorrow's citizens, who will be called upon to respond to the challenges of the newly emerging information society. During the school year 2001-2002, the Cyprus Ministry of Education and Culture, the University of Cyprus and the Bank of Cyprus implemented the first technology enhanced collaboration-at-a- distance program, called "ODYSSEUS", between two elementary schools of Cyprus. The program centred around a joint effort to prepare children for taking part in a science fair. The science fair is a non-formal learning environment that has been developed by the Learning in Physics Group as a context for developing investigative skills. Its is an organized educational activity that aims to engage students with science as a process of inquiry and to promote the development of science process skills as well as positive attitudes towards inquiry base...

Mediterranean Journal of …, 2003

Global Science Literacy has as its goals to stimulate an interest in science, represent modern te... more Global Science Literacy has as its goals to stimulate an interest in science, represent modern technological goals of science, develop international understanding, relate science to social needs, and develop thinking and problem-solving skills for the 21 st Century. Such an approach is proposed as viable on an international basis for conceptual strength in integrated science courses. Assessment of GSL's potential in Cyprus serves as an example of preparations needed and concerns to be addressed if GSL is to become the basis of the science curriculum. Toward this end, a survey of teachers throughout Cyprus identified teachers' priorities for environmental issues and system science concepts their students should know, the teachers' knowledge of those concepts and issues, and their current levels of teaching them. This paper will discuss the teachers' relative perceptions of local and global understandings, Earth systems science, and teacher education issues involved in fostering Global Science Literacy.

lsg.ucy.ac.cy

The purpose of this study was to compare the effect of Physical Manipulatives (PM), Virtual Manip... more The purpose of this study was to compare the effect of Physical Manipulatives (PM), Virtual Manipulatives (VM), and two sequential combinations of PM and VM, on pre-service students' understanding of scientific concepts in the domain of heat and ...

The development of student understanding of phases of the moon is notoriously difficult due to th... more The development of student understanding of phases of the moon is notoriously difficult due to the spatial reasoning requirements posed by the relative motion of three celestial bodies. We have used the Greek version of Physics by Inquiry to develop two alternative three-body models with a class of prospective elementary teachers. At the end of the semester we used a computer-based evaluation instrument that we developed in order to assess student understanding of the formation of the phases of the moon as well as the ...

The challenge facing new technologies is whether they can contribute to a qualitative step up and... more The challenge facing new technologies is whether they can contribute to a qualitative step up and to education for all as a process of facilitating the development of creative people with the ability to think critically and to engage in socially relevant decision making. In this paper, we describe a project whose purpose is to develop a learning environment that takes into account current expertise in learning theory in order to facilitate productive collaboration in a way that leads to active construction of meaning.