CONSTANTINOS CONSTANTINOU
C. P. Constantinou is a Professor of Science Education and Director of the Learning in Science Group at the University of Cyprus. He has a PhD in Physics from the University of Cambridge and has worked as a Postdoctoral Research Associate at Washington State University and as a Visiting Professor at the University of Washington. He is a member of the editorial boards of the International Journal of Science Education, Educational Research Review and Learning, Culture and Social Interaction. He is serving as a reviewer in other international research journals including Learning and Instruction and the Journal of Research in Science Teaching. His research interests focus on the learning and teaching of science as a process of inquiry and the use of educational technologies as a tool for promoting critical evidence-based thinking.
The Learning in Science Group uses the results of this research in the development of online and conventional learning environments and research-based teaching-learning sequences to promote conceptual understanding and scientific thinking.
Dr. Constantinou has co-ordinated a number of projects funded by the European Commission and the Cyprus Research Promotion Foundation. He has participated in the High Level Working Group that authored the report Europe needs more Scientists! in 2004; he was the Rapporteur in a group of experts that carried out the mid-term evaluation of the EC Science in Society program in FP6 and he participated in an expert panel reflecting on the educational outreach programme of the European Space Agency and its future evolution. In 2014 he served as a member of the High Level Expert Group that authored the report Science Education fo Responsible Citizenship. Finally, he has served as a member of the Board of the European Association for Research on Learning and Instruction (EARLI) and of the European Association of Science Education Researchers (ESERA).
Additional information:
https://www.researchgate.net/profile/Costas_Constantinou2
https://ucy.academia.edu/CostasConstantinou
https://scholar.google.com/citations?user=uAWAL-EAAAAJ&hl=en&oi=ao
Inquiry Based Science Education. Conceptual change and the development of coherent conceptual frameworks. Formative assessment for inquiry oriented teaching and learning in science. Evidence rich learning environments for reflective inquiry. Modeling as a means of constructing knowledge and understanding in science.
K. Iordanou and C. P. Constantinou (2015) 'Supporting Use of Evidence in Argumentation through Practice in Argumentation and Reflection in the context of Socrates Learning Environment.' Science Education, 99 (2), pp. 282-311. DOI:10.1002/sce.21152
Chr. Th. Nicolaou and C. P. Constantinou (2014) 'Assessment of the modeling competence: A systematic review and synthesis of empirical research.' Educational Research Review, Vol. 13, pp. 52-73. DOI:10.1016/j.edurev.2014.10.001
N. Papadouris and C. P. Constantinou (2014) 'Pre-service elementary school teachers' ability to account for the operation of simple physical systems using the energy conservation law.' Journal of Science Teacher Education 2014, 25(8), pp. 911-933. DOI:10.1007/s10972-014-9407-y
K. Iordanou and C. P. Constantinou (2014) 'Developing pre-service teachers' evidence-based argumentation skills on socio-scientific issues.' Learning and Instruction, Vol. 34, pp. 42–57, DOI: 10.1016/j.learninstruc.2014.07.004.
N. Papadouris and C. P. Constantinou (2014) 'An Exploratory Investigation of 12-Year-Old Students' Ability to Appreciate Certain Aspects of the Nature of Science through a Specially Designed Approach in the Context of Energy.' International Journal of Science Education, Vol. 36, No. 5, pp. 755-782. DOI:10.1080/09500693.2013.827816.
C. P. Constantinou and N. Papadouris (2012) 'Teaching and Learning about Energy in Middle School: An Argument for an Epistemic Approach.' Studies in Science Education, 48(2), pp.161-186. DOI: 10.1080/03057267.2012.726528
C. P. Constantinou, R. Hadjilouka and N. Papadouris (2010) ‘Students’ Epistemological Awareness Concerning the Distinction between Science and Technology’, International Journal of Science Education, Number: 2, Vol. 32, 143-172.
N. Papadouris and C. P. Constantinou (2010) ‘Approaches employed by sixth-graders to compare rival solutions in socio-scientific decision-making tasks’, Learning and Instruction, Vol. 20, 225-238.
M. Evagorou, K. Korfiatis, Chr. Nicolaou and C. P. Constantinou (2009) ‘An investigation of the potential of interactive simulations for developing system thinking skills in elementary school: a case study with fifth and sixth graders’, International Journal of Science Education, Number: 5, Vol. 31, 655-674.
Z. Zacharia and C. P. Constantinou (2008) ‘Comparing the Influence of Physical and Virtual Manipulatives in the Context of the Physics by Inquiry Curriculum: The Case of Undergraduate Students’ Conceptual Understanding of Heat and Temperature’, American Journal of Physics, Number: 4&5, Vol. 76, 425- 430.
L. C. McDermott, P. S. Shaffer and C. P. Constantinou, ‘Preparing teachers to teach physics and physical science by inquiry’, Physics Education, 2000, 35 (6), 411-420.
C. P. Constantinou, ‘The Cocoa Microworld as an Environment for Modeling Physical Phenomena’, International Journal of Continuing Education and Life-Long Learning. ISSN 0957-4344. 1999, Vol. 9, No 2, 201-213