Christiana Nicolaou | University of Cyprus (original) (raw)

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Papers by Christiana Nicolaou

The first paper reports findings from a qualitative study, describing the different ways that you... more The first paper reports findings from a qualitative study, describing the different ways that young learners used SC for modeling physical phenomena, and how students used particular aspects of SC’s interface. The author provides a discussion about advantages and disadvantages of using SC for scientific modeling. The paper includes a number of detailed cases of students’ use of SC, and several short video segments will be shown during the symposium.

Canadian Journal of Science, Mathematics and Technology Education

Models in modeling in science education, 2019

The modeling-based learning framework is an approach to science learning involving model construc... more The modeling-based learning framework is an approach to science learning involving model construction, refinement, and validation. We begin by describing the epistemological underpinnings and the rationale for a modeling-based teaching and learning approach for developing knowledge of natural phenomena. We proceed by describing the modeling-based learning framework in terms of modeling practices (model construction, model use, model revision, model comparison, and model validation) and the modeling of meta-knowledge (knowledge about models and metacognitive knowledge of the modeling process) that emerge as one develops expertise in scientific modeling. We also present a process for identifying levels of attainment for each component of the framework and examples of such attainment levels. Our core argument refers to the interconnectedness of the practical and epistemological aspects of modeling-based learning and the usefulness of the framework for designing teaching-learning sequences and assessments. We compare and contrast the modeling-based learning framework with the basic features of the framework for modeling competence, and we discuss the implementation of the modeling-based learning framework into meaningful learning and teaching practices.

Educational Research Review, 2014

We provide an analysis of the existing literature on the assessment of modeling as a scientific c... more We provide an analysis of the existing literature on the assessment of modeling as a scientific competence focusing on empirical research findings. Out of 802 searched citations, a total of 23 publications from science teaching and learning met the inclusion criteria. The analysis was based on the types of instruments used (interviews, questionnaires, videos) to assess the different aspects of scientific modeling (e.g. modeling practices; modeling product; meta-knowledge; cognitive processes during modeling). The results indicate that specific aspects of the modeling competence tend to be evaluated by specific types of assessment instruments and that assessment of other important aspects of the modeling competence is scarce. We suggest that this may be occurring due to the lack of a unifying framework for conceptualizing the modeling competence. In addition, these findings provide insights into certain challenges and confounding factors involved in designing new assessment instruments for each aspect of the modeling competence.

Science education international, 2015

Despite the belief that emotions are important in the learning process, research in the area of e... more Despite the belief that emotions are important in the learning process, research in the area of emotions and learning, especially in science, is scant. Modelling and SSI argumentation have shared with respect to the emphasis in recent science standards reports as core scientific practices that need to be part of science teaching and learning. Even though there is evidence supporting the effectiveness of these competences in students' achievement, students' emotions about these have not been explored. The emphasis in this paper is on students' self-reported emotions about a lesson focusing on understanding an authentic socio-scientific issue through the use of student constructed models. Specifically the emphasis is on exploring students' emotions about the learning environment, and on identifying whether their self-reported emotions about the designed activities are positive or negative. The sample for the research study consisted of 19 elementary school students (11...

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.

Sensors constitute a powerful tool in physical science as far as the rapid collection and analysi... more Sensors constitute a powerful tool in physical science as far as the rapid collection and analysis of data is concerned. In addition to the rapid collection of data, sensors are valued for their capability in the simultaneous representation of this data in the form of a graphical plot. Previous research has shown that elementary school students encounter various difficulties in their attempt to construct and interpret graphs. This article reports on a research effort through which we aim to investigate whether the use of sensors in the specific context of phase transformations (melting and freezing) contributes to the development of fourth grade (9-10 year old) students’ ability to interpret, comment on and explain graphs. The subjects of the study were sixty five (65) 4 th grade students (organized into an experimental and two control groups) studying at two technologically well-equipped public elementary schools in Larnaca and Nicosia. Data collection was accomplished through a sp...

ABSTRACT This paper reports on a research study targeted at a) the development of modeling skills... more ABSTRACT This paper reports on a research study targeted at a) the development of modeling skills of pre-service teachers, through the use of Stagecast Creator and b) the enhancement of collaboration among students, through the use of WebCT. Participants were 20 pre-service teachers who attended a science course at the University of Cyprus (spring semester 2004). A blended e-learning approach was used, as the course incorporated e-learning through the use of WebCT combined with face-to-face teaching. The study took advantage of platform functions for presentation of information, synchronous and asynchronous communication and students' access to models developed by other students for assessing and refining them. Means of data collection include students' reflective journals, reports of the synchronous discussions, and a questionnaire. Data analysis indicates that students believe that the blended e-learning approach critically enhanced the development of modeling skills and the collaboration among them.

Simple everyday phenomena like the day - night cycle and the sequence of four seasons are taught ... more Simple everyday phenomena like the day - night cycle and the sequence of four seasons are taught at the higher level of elementary education and the lower level of secondary education in Cyprus. Even though there is no specific subject dedicated to Astronomy or spatial reasoning, the day – night cycle, the sequence of the four seasons and the sequence of the lunar phases are part of the national curriculum of Geography. For this reason, the construction of conceptual understanding in basic Astronomy is part of the objectives of content courses for pre-service elementary teachers. This, in combination with the fact that these simple astronomical phenomena are part of everyday experience, makes the topic a rich area for study of the learning process. This article is part of an on-going research program through which we investigate the conceptual and reasoning difficulties that pre-service teachers encounter when guided to construct a model for the relative motion of the sun and the ea...

The study documents on a framework describing the constituent components of learners' modeling co... more The study documents on a framework describing the constituent components of learners' modeling competence and their assessment. The framework served as a guide for the design, development and implementation of assessment tasks which were administered prior and after the instruction, which also followed the guidelines of the framework. The assessment tasks and the learners' constructed models built during the instruction served as means for data collection. A coding scheme for analyzing each component of the framework (and thus each assessment task) is provided and discussed. The data were analysed using this coding scheme and different levels of learners' understanding concerning each modeling competence component evolved. Non parametric statistical analysis was applied to test the importance of the difference of learners modeling competence prior and after the intervention. Results are discussed under the spectrum of their significance to science education.

This paper reports on an effort to use Stagecast CreatorTM as a means for developing modelling sk... more This paper reports on an effort to use Stagecast CreatorTM as a means for developing modelling skills among undergraduate students taking an introductory course in science that took place in a virtual learning environment (WebCTTM). An inquiry-based curriculum was implemented, which guided students working in small groups to collect and study moon observations and construct a series of successive models of the moon phases using Stagecast CreatorTM. Students' reflective journals and reports of synchronous discussions were the means for collecting data. The findings show that the WebCTTM platform supported the on-line collaboration among students in the course that was used to help them improve their models through the use of Stagecast CreatorTM. Specifically, students' groups shared their models with other groups through WebCTTM, and provided feedback about each other's models, indicating model limitations and suggesting possible improvements. The results also suggest tha...

cblis.utc.sk

The new generation of learners in today's schools is accustomed to a digital world. The students ... more The new generation of learners in today's schools is accustomed to a digital world. The students are surrounded by visual stimuli and are becoming proficient in areas not on the test! Their new ways of learning offer challenges to traditional teaching methods, and opportunities for creative use of their new skills and interests. In this minisymposium we will give a brief overview of digital game-based learning, its philosophical and practical origins, values of play for general educational development as well as for science learning, and ways to approach the objectives of science education through use of games for teaching and learning. Values and types of educational games will be discussed, as well as general guidelines for development. Several Cyprus teachers have developed classroom learning games using computer technology. This paper culminates with their descriptions of how they constructed the learning devices for lessons on endangered species and introduced species.

International Journal of Testing

Canadian Journal of Science, Mathematics and Technology Education

Lecture Notes in Computer Science, 2016

Abstract Over the last decade, there has been an increased use of computer mediated communication... more Abstract Over the last decade, there has been an increased use of computer mediated communication (CMC) within higher education. What type of instructor&amp;amp;#x27;s role and what type of questions increase student participation and encourage responsiveness in synchronous online discussions? Is there a positive correlation between student participation in CMC and learning outcomes? This case study attempts to provide answers to these questions. Participants were 20 pre-service teachers who attended a blended e-learning science ...

Canadian Journal of Science, Mathematics and Technology Education

Models in modeling in science education, 2019

Educational Research Review, 2014

Science education international, 2015

cblis.utc.sk

International Journal of Testing

Canadian Journal of Science, Mathematics and Technology Education

Lecture Notes in Computer Science, 2016

This article focuses on the development of decision-making skills and environmental concern by 11... more This article focuses on the development of decision-making skills and environmental concern by 11- and 12-year-old students through computer-based,scaffolded learning activities. The enacted activities provided necessary scientific information and allowed for the consideration of multiple aspects of the problem, the study of the effects of every possible solution and the formulation and balancing of criteria. The optimization strategy for decision making was adopted, because it allows for the development of compensatory thinking which is more relevant to actual situations of decision making. Twelve students participated in the pilot enactment of the proposed activities. Data
collection relied on students’ reports and pre- and post- tests as well as a closed questionnaire designed to measure students’ environmental concern. The teaching intervention proved quite successful in enhancing the decision-making skills of the participating children. Moreover, students’ performance on the
environmental concern questionnaire correlated in interesting ways with the improvement of decision-making skills.

Routledge Taylor and Francis, 2005

Quality in education has been recognized as an issue that should guide our efforts for improvemen... more Quality in education has been recognized as an issue that should guide our efforts for improvement of teaching and learning processes. e-learning is the latest attempt to take advantage of developments in technology to improve learning. In this paper, we discuss the possibility of establishing a theory of e-learning, the value of design patterns, and the possible scenarios of implementation by higher education institutions attempting to use new technologies. We present the results of a survey concerning students’ and faculty members’ views regarding e-learning implementation. Data collection was accomplished through a specially designed questionnaire administered to 1,938 students and 46 faculty members. Ten faculty members were also interviewed for more in-depth analysis. Based on the results of the survey, we propose a series of actions which could form the basis
for developing an e-learning policy through continuous improvement of a university’s teaching program and we discuss wider implications for teaching and learning.

This article reports on a research effort that investigated whether the use of Microcomputer-Base... more This article reports on a research effort that investigated whether the use of Microcomputer-Based Labs (MBLs), implemented within an inquiry-based activity sequence on phase transformations (melting and freezing), contributes to the development of fourth grade (9-10 year-old) students' conceptual understanding and ability to construct and interpret graphs. The participants of the study were 65 fourth graders (organized into an experimental and two control groups). The experimental treatment involved the use of an inquiry-oriented activity sequence along with the use of MBLs. The control treatment for the first control group involved the use of the inquiry-based curriculum without the support of MBLs, whereas, the control treatment for the second control group involved the use of traditional laboratory methods. Data was collected through the use of a conceptual test administered to students both before and after the study. The results of the study revealed a statistically significant difference between the experimental group and both control groups in students' ability to construct and interpret graphs, and their understanding of phase transformations.

The purpose of this study was to investigate the impact of a simulation-based learning environmen... more The purpose of this study was to investigate the impact of a simulation-based learning environment on elementary school students’ (11–12 years old) development of system thinking skills. The learning environment included interactive simulations using the Stagecast Creator software to simulate the ecosystem of a marsh. Simulations are an important tool in any effort to develop system thinking, because they have the potential to highlight the dynamic nature of systems. Before the implementation of the learning environment (over a period of five 90-min lessons) two written tests were administered to the students, investigating the development of seven aspects of system thinking. The same tests were administered after the implementation. Specifically, four of the tasks included in each test were associated with skills concerning the structure and the elements of a system and three
were associated with the processes and interactions taking place within a system. The findings indicated that elementary school students have the potential to develop system thinking skills. The
proposed learning environment provoked considerable improvements in some system thinking skills during a relatively brief learning process. However, the learning environment was not successful in promoting feedback thinking. We interpret these results in view of the difficulties encountered by the students. We also discuss the implications of our findings for the design of learning environments.

In Lori A. Caudle (Ed.), Teachers and Teaching: Global Practices, Challenges and Prospects. New York: Nova Science Publishers, 2018, pp. 103-125. ISBN: 978-91-7063-945-6, 2018

The processes of constructing and interpreting models comprise effective teaching practices as a ... more The processes of constructing and interpreting models comprise effective teaching practices as a means to improve students’ knowledge about science concepts and scientific modeling skills. The interest in getting students to work with models and modeling in science is grounded in the premise that models act as a link between theory and phenomena and/or systems. In this study, we firstly sought to examine how undergraduate-teacher students model the phenomenon of moon phases, relying on observations and data they collected through modeling-based learning in an inquiry-based learning environment. Second, we aimed to examine how the enactment of the peer-assessor and peer-assessee roles, and the type of feedback, are associated with students’ improvements on their own constructed models, after enacting reciprocal peer assessment. The participants were 27 undergraduate teacher students of primary education (hereafter called students). Data were collected through (a) students’ initial models, (b) peer-feedback reports, and (c) students’ revised models. A mixed-methods approach was used for analyzing the data. The results revealed that the participants in this study constructed models with sufficient representational power about the phenomenon of moon phases. Additionally, after the enactment of the peer-assessment activity, few students proceeded with revising their model, relying on specific criteria. Implications for practice and policy are presented with respect to challenges that seemed to come into play during the implementation of peer assessment in modeling-based learning, and suggested ways to address them.