Τα ερευνητικά του ενδιαφέροντα αφορούν στη διερεύνηση του ρόλου της μοντελοποίησης ως μαθησιακής ικανότητας και ως διδακτικής προσέγγισης στις Φυσικές Επιστήμες, στη χρήση πειραματισμού για σκοπούς διδασκαλίας και μάθησης μέσω πραγματικών ή εικονικών μέσων/υλικών, στο σχεδιασμό αναλυτικών προγραμμάτων που ενσωματώνουν σύγχρονα πληροφορικά εργαλεία και στο σχεδιασμό και ερευνητική εγκυροποίηση πληροφορικά υποστηριζόμενου διδακτικού υλικού για την εκπαίδευση εκπαιδευτικών μέσω της προσέγγισης της διερώτησης και της εκπαίδευσης STEAM. 

Συμμετοχή σε ερευνητικά προγράμματα:

“AI4EDU: Conversational AI assistant for teaching and learning”

Duration: 3 years (2023-2026)

Sponsor: European Commision

Scienctific Coordinator: ATHINA-EREVNITIKO KENTRO KAINOTOMIAS STIS TECHNOLOGIES TIS PLIROFORIAS, TON EPIKOINONION KAI TIS GNOSIS

Website: http://ai4edu.eu

 

“SpicE: Special Education STEAM Academy”

Duration: 3 years (2022-2025)

Sponsor: European Commision

Scienctific Coordinator: Hellenic Open University

Website: https://spiceacademy.eu/

 

“SEISMO-Lab: Creating School Seismology Labs for the Development of Students’ Competences”

Duration: 2 years (2022-2024)

Sponsor: European Commision

Scienctific Coordinator: National Observatory of Athens (NOA)

Website: https://seismolab.gein.noa.gr/

 

“SALL: Schools as Living Labs”

Duration: 3 years (2020-2023)

Sponsor: European Commision

Scienctific Coordinator: Ellinogermaniki Agogi

Website: https://www.schoolsaslivinglabs.eu

 

“DifferentiatInq: Differentiation in Inquiry-based Learning (focus experimentation)”

Duration: 3 years (2020-2023)

Sponsor: European Commision

Scienctific Coordinator: PADAGOGISCHE HOCHSCHULE HEIDELBERG

Website: http://differentiatinq.eu/

 

“Digi-Science: Developing innovative practices in a digital era for the teaching of Natural Sciences”

Duration: 2 years (2021-2023)

Sponsor: European Commision

Scienctific Coordinator: Tartu Ulikool 

Website: https://digi-science.ea.gr/

 

“POLAR STAR: Guiding the way towards STEAM through innovative learning approaches and contemporary science”

Duration: 3 years (2019-2022)

Sponsor: European Commision

Scienctific Coordinator: University of Turku, Finland

Website: http://polar-star.ea.gr  

 

“MOPED: Modernization of Pedagogical Higher Education by Innovative Teaching Instruments” [Erasmus+]

Duration: 3 years (2017-2020)

Sponsor: European Commision

Scientific Coordinator: Lyubov Zinyuk, Vasyl Stefanyk Precarpathian National University, Ukraine 

Website: http://moped.kubg.edu.ua/en/

 

“SNAC: School Network Alert Citizens”

Duration: 2 years (2017-2019)

Sponsor: European Commision

Scienctific Coordinator: National Observatory of Athens (NOA)

Website: https://snac-project.ea.gr/

 

“Platon: Promoting Learning Approaches for the Teaching of Natural Sciences” [Erasmus+]

Duration: 2 years (2016-2018)

Sponsor: European Commision

Scientific Coordinator: Rosa Doran, NUCLEO, Portugal

Website: http://sse-project.eu

 

“School Study Earthquakes” [Erasmus+] 

Duration: 2 years (2015-2017)

Sponsor: European Commision

Scientific Coordinator: Gerasimos Chouliaras, National Observatory of Athens, Greece

Website: http://sse-project.eu

 

“Ark of Inquiry: Inquiry Awards for Youth over Europe” [FP7-SCIENCE-IN-SOCIETY-2013-1]

Duration: 4 years (2014-2018)

Sponsor: European Commision

Scientific Coordinator: Margus Pedaste, University of Tartu, Estonia

Website: http://www.arkofinquiry.eu

 

“ICT for Innovative Science Teachers” [Leonardo da Vinci programme, 2009-1-PL1-LEO05-05046]

Duration: 2 years (2009 -2011)

Sponsor: European Commision

Scientific Coordinator: Grazyna Gregorczyk, OEIiZK, Poland

Website: http://ictforist.oeiizk.waw.pl

 

“Design and Implementation of a method for evaluating the ICT integration in middle school” (in Greek)

Duration: One year (2008-2009) 

Scientific Coordinators: Dr. Charalambos Vrasidas, CARDET, University of Nicosia & Constantinos P. Constantinou, Learning in Science Group, University of Cyprus).

 

“University-school partnerships for the design and implementation of research-based ICT-enhanced modules on Material Properties” [FP6: Science and Society: Science and Education, SAS6-CT-2006-042942]

Duration: Three years (2007-2010)

Scientific Coordinator: Dr. Constantinos P. Constantinou, University of Cyprus

Website: http://lsg.ucy.ac.cy/MaterialsScience/

 

“Dial-Connect: Using Dialogue to Connect Learning Minds”. 

Duration: Three years (2004 – 2007)

Sponsor:  European Commision

Scientific Coordinator: Wesley Hamilton, Stranmillis University College 

Website: http://www.stran.ac.uk/informationabout/research/completedprojects/dialconnect/

 

«Προσαρμογή της Εκπαιδευτικής Πλατφόρμας Learning Space™  για Στήριξη του Σχολικού Έργου Κυπρίων Εκπαιδευτικών: Ένα Πιλοτικό Πρόγραμμα Έρευνας και Ανάπτυξης στo Πλαίσιο του Μαθήματος Σχολική Εμπειρία (Φυσικές Επιστήμες) στο Πτυχίο Δημοτικής Εκπαίδευσης»

Διάρκεια: 1 έτος

Χορηγός: Πανεπιστήμιο Κύπρου

Επιστημονικός Υπεύθυνος: Ζαχαρίας Χ. Ζαχαρία

 

“WebLabs: new representational infrastructures for e-learning”

Duration: Three years (2002-2005)

Sponsor:  European Commision

Scientific Coordinators: Dr. Richard Noss & Dr. Celia Hoyles, Institute of Education, University of London, UK

Publications in Scientific Journals with Blind Review System

 

Pavlou, Y., Papaevripidou, M., & Zacharia, Z. (under review). Is Haptic Feedback Necessary in Early Science Education? Comparing the Impact of Physical and Virtual Manipulatives in Different Science Domains among Preschoolers. Journal of Research in Science Teaching.

Papaevripidou, M., Budnyk, O., Blyznyuk, T., & Olympiou, G. (2022.) Peculiarities of Organization of Pedagogical Practice for Future Teachers of Primary School in Ukraine and Cyprus: Comparative Analysis. Journal of Vasyl Stefanyk Precarpathian National University. 9, 1 (Apr. 2022), 82-91. DOI:https://doi.org/10.15330/jpnu.9.1.82-91.

Pavlou, Y., Papaevripidou, M., & Zacharia, Z. (2021). How physical and virtual manipulatives affect preschoolers' conceptual understanding regarding the sinking and floating of objects? In L. Gómez Chova, A. López Martínez & I. Candel Torres (Eds.), ICERI2021 proceedings (pp. 9047-9051) IATED Academy.

Pavlou, Y., Papaevripidou, M., & Zacharias, Z. (2018). Can preschoolers develop an understanding of the sinking/floating phenomenon through physical and virtual experimental environments? In M. Kalogiannakis (Ed.), Teaching natural sciences in preschool education: Challenges and perspectives (pp. 76-95). Athens: Gutenberg.

Papaevripidou, M., Irakleous, M., & Zacharia, Z. (2017). Using Teachers' Inquiry-oriented Curriculum Materials as a Means to Examine their Pedagogical Design Capacity and Pedagogical Content Knowledge for Inquiry-based Learning. Science Education International, 28(4), pp 271-292.

Silm, G., Tiitsaar, K., Pedaste, M., Zacharia, C. Z., & Papaevripidou, M. (2017). Teachers' Readiness to Use Inquiry-based Learning: An Investigation of Teachers' Sense of Efficacy and Attitudes toward Inquiry-based Learning. Science Education International, 28(4), pp 315-325.

Papaevripidou, M., & Zacharia, Z. C. (2015). Examining how students’ knowledge of the subject domain affects their process of modeling in a computer programming environment. Journal of Computers in Education, 2(3), 251-282.

Zacharia, Z., Loizou, E. & Papaevripidou, M. (2012). Is physicality an important aspect of learning through science experimentation among kindergarten students? Early Childhood Research Quarterly, 27(3), 447-457.

Zacharia, Z. C., Olympiou G. and Papaevripidou, M. (2008). Effects of Experimenting with Physical and Virtual Manipulatives on Students’ Conceptual Understanding in Heat and Temperature. Journal of research in Science Teaching, 45, 1021-1035. 

Papaevripidou, M., Constantinou C. P. and Zacharia, Z. C. (2007). Modeling Complex Marine Ecosystems: Using Stagecast CreatorTM to Foster Fifth Graders’ Development of Modeling Skills. Journal of Computer Assisted Learning, 23, 145-157.

Papaevripidou, M., Hadjiagapiou, M. & Constantinou, C. P. (2005). Combined development of middle school student's conceptual understanding of momentum conservation, procedural skills and epistemological awareness in a constructionist learning environment. International Journal of Continuing Engineering Education and Life-Long Learning, 15(1/2), 95-107.

 

 

Chapters in Books

 

Bauer, A., Xenofontos, N., & Papaevripidou, M. (2022). Inquiry-based learning. In A. Baur, N. Baumgartner-Hischer, A. Lehtinen, …. (Eds). Differentiation in Inquiry-based Learning: A Differentiation Tool with a Focus on Experimentation. (Differenzierung beim Inquiry-based Learning im naturwissenschaftlichen Unterricht: EinDifferenzierungstool für das Experimentieren im Sinne des Forschenden Lernens). BeltzVerlagsgruppe.

Papaevripidou, M., Hovardas, T., Zacharia, Z. (2021). The Effects of a Role-Playing Game and a Software Simulation Tool on Elementary School Students’ Understanding When Modelling Feeding Relations in Ecosystems. In: Cai, Y., van Joolingen, W., Veermans, K. (eds) Virtual and Augmented Reality, Simulation and Serious Games for Education. Gaming Media and Social Effects. Springer, Singapore. https://doi.org/10.1007/978-981-16-1361-6_3

Papaevripidou, M., Xenofontos, N., Hovardas, T., Zacharia, Z. (2021). Examining Pre-service Teachers’ Capability to Design Inquiry Learning Activity Sequences with Embedded Simulations. In: Cai, Y., van Joolingen, W., Veermans, K. (eds) Virtual and Augmented Reality, Simulation and Serious Games for Education. Gaming Media and Social Effects. Springer, Singapore. https://doi.org/10.1007/978-981-16-1361-6_8

Constantinou, C.P., Nicolaou, C.T., Papaevripidou, M. (2019). A Framework for Modeling-Based Learning, Teaching, and Assessment. In: Upmeier zu Belzen, A., Krüger, D., van Driel, J. (eds) Towards a Competence-Based View on Models and Modeling in Science Education. Models and Modeling in Science Education, vol 12. Springer, Cham. https://doi.org/10.1007/978-3-030-30255-9_3

Παύλου, Υ., Παπαευριπίδου, Μ., & Ζαχαρία, Ζ. (2018). Μπορούν παιδιά προσχολικής ηλικίας να αναπτύξουν κατανόηση για το φαινόμενο της βύθισης/πλεύσης μέσα από πραγματικά και εικονικά περιβάλλοντα πειραματισμού; Στο Μ. Καλογιαννάκης (Επιμ.), Διδάσκοντας Φυσικές Επιστήμες στην Προσχολική Εκπαίδευση – Προκλήσεις και Προοπτικές. Αθήνα: Gutenberg.

Papaevripidou, M., Irakleous, M., & Zacharia, Z. (2017). Designing a course for enhancing prospective teachers’ inquiry competence. In Κ. Hahl, Kalle J. Lampiselkä, J. Lavonen & A. Uitto (Eds.), Cognitive and Affective Aspects in Science Education Research. Springer. 

Papadouris, N., Constantinou, C. P., Papaevripidou, M., & Hadjilouca, R. (2016). Design, Development and Refinement of a Teaching-Learning Sequence on the Electromagnetic Properties of Materials. In Iterative Design of Teaching-Learning Sequences, pp 331-369,  Springer Netherlands.

Παπαευριπίδου, Μ. (2012). Μοντελοποίηση και Φυσικές Επιστήμες. Στο Μ. Ευαγόρου & Λ. Αβρααμίδου (Εκδ) Θεωρητικές και Διδακτικές Προσεγγίσεις στις Φυσικές Επιστήμες. Αθήνα: Διάδραση. 

Papaevripidou, M., Constantinou C. P. and Zacharia, Z. C. (2007). The Development of Elementary Students’ Understanding of Complex Ecosystems Through a Model-Based Approach. In Contributions from Science Education Research, pp 333-345, Springer Netherlands.

 

Books

 

Baur, A., Baumgartner-Hischer, N., Lehtinen, A., Neudecker, C., Nieminen, P., Papaevripidou, M.,Rohrmann, S., Schiffl, I., Schuknecht, M., Virtbauer, L. & Xenofontos, N. (Hrsg.). (2022). Differentiation in Inquiry-based Learning: A Differentiation Tool with a Focus on Experimentation. (Differenzierung beim Inquiry-based Learning im naturwissenschaftlichen Unterricht: EinDifferenzierungstool für das Experimentieren im Sinne des Forschenden Lernens). BeltzVerlagsgruppe.

Z. C. Zacharia, C.P. Constantinou, & M. Papaevripidou. (2010). Application of New Technologies in Science Education. Proceedings of the 9th International Conference on Computer Based Learning in Science. OEIiZK, Warsaw, Poland. ISBN: 978-9963-689-85-9.

C. P. Constantinou, M. Livitziis, R. Hadjilouca, A. Scholinaki, M. Papaevripidou, N. Papadouris, G. Hadjidemetriou. (2009). Electromagnetic Properties of Materials  - Teachers’ Manual (Original version).  Learning in Science Group. ISBN: 978-9963-689-59-0.

C. P. Constantinou, M. Livitziis, R. Hadjilouca, A. Scholinaki, M. Papaevripidou, N. Papadouris, G. Hadjidemetriou. (2009). Electromagnetic Properties of Materials  - Teaching and Learning Activities (Original Version).  Learning in Science Group. ISBN: 978-9963-689-58-3.

C. P. Constantinou, M. Livitziis, R. Hadjilouca, A. Scholinaki, M. Papaevripidou, N. Papadouris, G. Hadjidemetriou. (2009). Acoustic Properties of Materials  - Teachers’ Manual (Original version).  Learning in Science Group. ISBN: 978-9963-689-39-2.

C. P. Constantinou, M. Livitziis, R. Hadjilouca, A. Scholinaki, M. Papaevripidou, N. Papadouris, G. Hadjidemetriou. (2009). Acoustic Properties of Materials  - Teaching and Learning Activities (Original Version).  Learning in Science Group. ISBN: 978-9963-689-38-5.

C. P. Constantinou, Z. C. Zacharia, & M. Papaevripidou. (2007). Contemporary Perspectives on New Technologies in Science and Education. Proceedings of the 8th International Conference on Computer Based Learning in Science. eMedia, University of Crete, Greece. ISBN: 978-9963-671-06-9.

Κ. Π. Κωνσταντίνου, Μ. Παπαευριπίδου, Ε. Κυριαζή, Ν. Παπαδούρης, Χρ. Θ. Νικολάου, Ν. Καλυφόμματου και Κ. Κωνσταντινίδη. (2004). Το Πανηγύρι της Επιστήμης ως μέσο καλλιέργειας δεξιοτήτων διερεύνησης: Βιβλίο Εκπαιδευτικού. Εκδόσεις Υπουργείου Παιδείας και Πολιτισμού Κύπρου, Λευκωσία.

Κ. Π. Κωνσταντίνου & Μ. Παπαευριπίδου.(2004). Το Πανηγύρι της Επιστήμης ως μέσο καλλιέργειας δεξιοτήτων διερεύνησης: Βιβλίο Μαθητή. Εκδόσεις Υπουργείου Παιδείας και Πολιτισμού Κύπρου, Λευκωσία.