Δημοσιεύσεις

Επιλεγμένες δημοσιεύσεις από την ερευνητική και επιστημονική δραστηριότητα των μελών του Εργαστηρίου
 

Anagnostopoulou, K., Hatzinikita, V., & Christidou, V. (2010). Assessed Students’ Competencies in the Greek School Framework and the PISA Survey. Review of Science, Mathematics, and ICT Education, 4(2), 43-61.

Anagnostopoulou, K., Hatzinikita, V., & Christidou, V. (2012). Exploring visual material in PISA and school-based examination tests. Scholé 17, 47-56.

Anagnostopoulou, K., Hatzinikita, V., Christidou, V., & Dimpoulos, K. (2013). PISA test items and school-based examinations in Greece: Exploring the relationship between global and local assessment discourses. International Journal of Science Education, 35(4), 636-662.

Christidou V., Dimopoulos, K., & Koulaidis, V. (2004). Constructing social representations of science and technology: The role of metaphors in the press and the popular scientific magazines. Public Understanding of Science, 13(4), 347-362.

Christidou, V. (2006). Greek students’ science-related interests and experiences: Gender differences and correlations. International Journal of Science Education, 28(10), 1181-1199.

Christidou, V. (2011). Interest, attitudes and images related to science: combining students’ voices to school science, teachers, and popular science. International Journal of Environmental and Science Education, 6(2), 141-159.

Christidou, V., & Hatzinikita V. (2006). Preschool children’s explanations of plant growth and rain formation: A comparative analysis. Research in Science Education, 36(3), 187-210.

Christidou, V., & Kouvatas, A. (2013). Visual self-images of scientists and science in Greece. Public Understanding of Science, 22(1), 91-109.

Christidou, V., Hatzinikita, V., & Dimitriou, A. (2009). Children’s drawings about environmental phenomena: the use of visual codes. International Journal of Science in Society, 1(1), 107-117.

Christidou, V., Hatzinikita, V., & Samaras, G. (2012). The image of scientific researchers and their activity in Greek adolescents’ drawings. Public Understanding of Science, 21(5), 626-647.

Christidou, V., Kazela, K., Kakana, D., & Valakosta, M. (2009). Teaching magnetic attraction to preschool children: a comparison of different approaches. International Journal of Learning, 16, 115-128.

Chronaki, A. (2000). Teaching maths through theme-based resources: Pedagogic style, ‘theme’ and ‘maths’ in lessons. Educational Studies in Mathematics, 42, 141-163.

Chronaki, A. (2004). Researching the school mathematics culture of ‘others’- Creating a self-other dialogue. In P. Valero and R. Zevenbergen (Eds.). Researching the Socio-Political Dimensions of Mathematics Education: Issues of power in theory and methodology (pp. 145-165). Netherlands: Kluwer Academic Publishers.

Chronaki, A. (2005). Learning about 'learning identities" in the school arithmetic practice: The experience of two young minority Gypsy girls in the Greek context of education. European Journal of Psychology of Education, 20(1), 61-74.

Chronaki, A. (2008). ‘Troubling’ School Maths: the teaching experiment as a possibility to dialogicality. In M. Pourkos (Ed.) Perspectives and Limits of Dialogism in Mikhail Bakhtin: Applications in Psychology, Art, Education and Culture (pp. 213-231). Rethymnon: University of Crete publishing series.

Chronaki, A. (2009). An entry to dialogicality in the maths classroom: Encouraging hybrid learning identities. In M. César and K. Kumpulainen (Eds.) Social Interactions in Multicultural Settings (pp. 117-143). Sense Publishers Press.

Chronaki, A. (2009). Technoscience in the ‘body’ of education: Knowledge and gender politics. In A. Chronaki. (Ed). Mathematics, Technologies, Education: The gender perspective (pp. 7-27). Volos: University of Thessaly Press.

Chronaki, A. (2010). Revisiting mathemacy: A process-reading of critical mathematics education. In H. Alro, O. Ravn and P. Valero (Eds.) Critical Mathematics Education: Past, Present and Future (pp. 31-50). Rotterdam: Sense Publishers. 

Chronaki, A. (2011). “Troubling” essentialist identities: Performative mathematics and the politics of possibility’. In M. Kontopodis, C. Wulf, and B. Fichtner. (Eds.) Children, Development and Education: Cultural, Historical and Anthropological Perspectives pp. (207-227). The Series: International Perspectives on Early Childhood Education and Development. Spinger Science.

Chronaki, A. (2011). Disrupting development as the quality/equity discourse: Cyborgs and subalterns in school technoscience. In B. Atweh, M. Graven, W. Secada and P. Valero (Eds.). Mapping equity and quality in mathematics education (pp. 3-21). Dordrecht: Springer.

Chronaki, A., & Christiansen, I.M. (2005). Challenging perspectives on mathematics classroom communication: From representations to contexts, interactions and politics. In A. Chronaki and I. M. Christiansen (Eds). Challenging Perspectives on Mathematics Classroom Communication (pp. 3-45). Information Age Publishers.

Chronaki, A., & Matos, A. (2013). Integrating technology into teaching: Τeachers’ narratives about desiring/resisting identity change. Learning, Media and Technology. 38(5), 1-19.

Chronaki, A., & Pechtelidis, Y. (2012). 'Being good' at maths. Fabricating gender subjectivity. Journal for Research in Mathematics Education,1(3), 246-277. 

Chronaki, Α. (2008). Sciences entering the ‘body’ of education: Women’s experiences and masculine domains of knowledge. In M. Chionidou-Moskofoglou, A. Blunk, R. Sierpinska, Y. Solomon, and R. Tanzberger (Eds.) Promoting Equity in Maths Achievement: The Current discussion (pp. 97-110). Barcelona: The University of Barcelona Press.

Chronaki, Α. (2012). Women in relation to school technology and mathematics: reading hegemonic discourses via “cyborgs” and “subalterns”. Journal Quaderni di Ricerca in Didatticca (Mathematics), 156-161. 

Chronaki, Α., & Mountzouri, G. (2012). Playing with numbers in cultures: Beginning to trouble essentialist views of mathematical knowledge re - production. Journal Quaderni di Ricerca in Didatticca (Mathematics), 22, 90-95.

Hatzinikita, V., Christidou, V., & Bonoti, F. (2009). Teachers’ pictorial representations of the scientist. In A. Selkirk & M. Tichenor (Eds.) Teacher Education: Policy, Practice and Research (pp. 233-249). Hauppauge NY: Nova Science Publishers.

Hatzinikita, V., Dimopoulos, K. & Christidou, V. (2008). PISA test items and school textbooks related to science: A textual comparison. Science Education, 92(4), 664-687.

Karasavvidis, I. (2009). Activity Theory as a conceptual framework for understanding teacher approaches to Information and Communication Technologies. Computers & Education, 53(2), 436-444.

Karasavvidis, I. (2010). Understanding Wikibook-based Tensions in Higher Education: an Αctivity Τheory approach. E-Learning and Digital Media, 7(4), 386-394.

Karasavvidis, I. (2010). Wiki uses in higher education: exploring barriers to successful implementation. Interactive Learning Environments, 18(3), 219-231.

Karasavvidis, I. (2013). Rethinking expertise in the Web 2.0 era: lessons learned from project Durian. In T. Takseva (Ed). Social software and the evolution of user expertise (pp. 330-353). IGI Press.

Karasavvidis, I. & Karagiannidis, C. (in press). From failure to success: rethinking Wiki use in university settings. In J. Jovanovic & R. Chiong (Eds.). Technology Enhanced Learning. Information Science Press.

Karasavvidis, I. & Kollias, V. (in press). How primary teachers integrate ICT in their teaching practices after extensive inservice training: exploring types of use and technology added value. In C. Karagiannidis, P. Politis & I. Karasavvidis, (Eds). Research on e-Learning and ICT in Education: Technological, Pedagogical and Instructional Perspectives. Springer-Verlag.

Karasavvidis, I. & Theodosiou, S. (2012). The design and development of a wiki task in undergraduate education: retrospects and prospects. In A. Jimoyiannis (Ed.), Research on E-Learning and ICT in Education (pp. 157-168). Springer.

Papadopoulou, M., & Christidou, V. (2004). Multimodal text comprehension and production by preschool children: An interdisciplinary approach of water conservation. International Journal of Learning, 11, 917-927.

Poimenidou, M., & Christidou, V. (2010). Communication Practices and the Construction of Meaning: Science Activities in the Kindergarten. Creative Education, 2, 81-92.

Stathopoulou, C., Chronaki, A., & Kotarinou, P. (in press). Establishing the use of ‘meter’ as a measure unit: An interdisciplinary approach for teaching mathematics. Teaching Mathematics and its Applications: International Journal of IMA.

Vekiri, I., & Chronaki, A. (2008). Gender issues in technology use: Perceived social support, computer self-efficacy and value beliefs, and computer use beyond school. Computers and Education, 51(3), 1392-1404.

Χρηστίδου, Β. (Επιμέλεια). (2008). Εκπαιδεύοντας τα μικρά παιδιά στις Φυσικές Επιστήμες: Ερευνητικοί προσανατολισμοί και παιδαγωγικές πρακτικές. Θεσσαλονίκη: Αδελφοί Κυριακίδη.