Staff Catalogue


Department of Education
Crosspoint, 602
40, Kallipoleos Ave.
Zacharias C. Zacharia is a Professor of Science Education and director of the Research in Science and Technology Education Group at the University of Cyprus. He completed a B.A. in Education at the University of Cyprus (Cyprus), a B.A. in Physics at Rutgers University – New Brunswick (USA), and his graduate studies (M.A., M.Sc., M.Phil, and Ph.D.) in Science Education at Columbia University, New York (USA). He was the (co-) coordinator of several research projects concerning science and technology education that received continuous financial support over the years from the Cyprus Research & Innovation Foundation and the European Commission. In particular, Prof. Dr. Zacharia researched topics focusing on, among others, the design and development of technology-supported learning environments in science, the development and assessment of science curriculum, the training of teachers for designing and implementing technology-enhanced science teaching materials, physical and virtual laboratory experimentation, modeling, science and STEM+ curriculum development and assessment, RRI, conceptual understanding, teacher training and professional development, Open Schooling, educational evaluation and informal science education. Zacharias Zacharia has received several awards in recognition of outstanding scholastic achievement and excellence and has published many papers in major ISI journals (e.g., SCIENCE, Cognition and Instruction, Learning and Instruction, Journal of Research in Science Teaching). In addition, he is enlisted in the 'World Ranking Top 2% Scientists' list, created by Stanford University. He was an associate editor for the Journal of Research in Science Teaching and currently serves as an editor for the Eurasia Journal of Mathematics, Science and Technology Education, and as a member of the editorial board of the Journal of Science Education and Technology and the Journal of Computers in Mathematics and Science Teaching. He is also a reviewer for several major ISI journals.
  • Computer-supported inquiry learning The development of computer-enhanced curriculum in science education.
  • The design of computer-based learning environments (web-based platforms, virtual labs, simulations).
  • The design of computer-based cognitive and social tools and scaffolds.
  • The use of interactive computer-based simulations and inquiry-based experimentation as cognitive tools in science teaching and learning.
  • Modeling as a means of constructing knowledge and understanding in science.
  • The promotion of ALL students’ and teachers’ motivation, interest and attitudes towards inquiry in science.
  • Research based science curriculum design across K-16.
  • Minorities and girls in science education.
Louca, L. T., & Zacharia, Z. C. (2023). Examining models constructed by kindergarten children. Journal of Research in Science Teaching, 60(10), 2361–2394.
de Jong, T., Lazonder, A.W., Chinn, C.A., Fischer, F., Gobert, J., Hmelo-Silver, C.E., Koedinger, K.R., Krajcik, J.S., Kyza, E., Linn, M.C., Pedaste, M.; Scheiter, K., & Zacharia, Z.C. (2023). Let’s talk evidence – The case for inquiry-based vs. direct instruction. Educational Research Review, 39, 100536.
Hovardas, T., Zacharia, Z. C., Xenofontos, N., & de Jong, T. (2022). How many words are enough? Investigating the effect of different configurations of a software scaffold for formulating scientific hypotheses in inquiry oriented contexts. Instructional Science, 50, 361-390. 
de Jong, T., Gillet, D., Rodríguez-Triana, M.J., ... & Zacharia, Z. C. (2021). Understanding teacher design practices for digital inquiry–based science learning: the case of Go-Lab. Educational Technology Research and Development, 69(2), 417-444.
Caspi, A., Gorsky, P., Nitzani-Hendel, R., Zacharia, Z. C., Rosenfeld, S., Berman, S., & Shildhouse, B. (2020). Children's perceptions of the factors that led to their enrolment in advanced, middle-school science programmes. International Journal of Science Education, 42, 1915-1939.
Xenofontos, N., Hovardas, T., Zacharia, Z. C., & De Jong, T. (2020). Inquiry‐based learning and retrospective action: Problematizing student work in a computer‐supported learning environment. Journal of Computer Assisted Learning, 36, 12-28.
Caspi, A., Gorsky, P., Nitzani‐Hendel, R., Zacharia, Z., Rosenfeld, S., Berman, S., & Shildhouse, B. (2019). Ninth grade students' perceptions of the factors that led them to major in high school STEM disciplines. Science Education, 213(5), 1176-1205.
Efstathiou, C., Hovardas, T., Xenofontos, N., Zacharia, Z., de Jong, T., Anjewierden, A., & van Riesen S. A. N. (2018). Providing guidance in virtual lab experimentation: The case of an experiment design tool. Educational Technology Research & Development, 66(3), 767–791.
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), 271-292.
Zacharia, Z.C. and Lazaridou, C. and Avraamidou, L. (2016). The use of mobile devices as means of data collection in supporting elementary school students’ conceptual understanding about plants. International Journal of Science Education, 38(4), 596-620.
Louca, L.T. and Zacharia, Z.C. (2015). Examining Learning Through Modeling in K-6 Science Education. Journal of Science Education and Technology, 24(2-3), 192-215.
Pedaste, M. and Mäeots, M. and Siiman, L.A. and de Jong, T. and van Riesen, S.A.N. and Kamp, E.T. and Manoli, C.C. and Zacharia, Z.C. and Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47-61.
Zacharia, Z.C. (2015). Examining whether touch sensory feedback is necessary for science learning through experimentation: A literature review of two different lines of research across K-16. Educational Research Review, 16, 116-137.
Zacharia, Z.C. and Manoli, C. and Xenofontos, N. and de Jong, T. and Pedaste, M. and van Riesen, S.A.N. and Kamp, E.T. and Mäeots, M. and Siiman, L. and Tsourlidaki, E. (2015). Identifying potential types of guidance for supporting student inquiry when using virtual and remote labs in science: a literature review. Educational Technology Research and Development, 63(2), 257-302.
Zacharia, Z.C. and de Jong, T. (2014). The Effects on Students Conceptual Understanding of Electric Circuits of Introducing Virtual Manipulatives Within a Physical Manipulatives-Oriented Curriculum. Cognition and Instruction, 32(2), 101-158.
de Jong, T., Linn, M., & Zacharia, Z. C. (2013). Physical and Virtual Laboratories in Science and Engineering Education. SCIENCE, 340, 305-308.
Olympiou, G., Zacharia, Z. C., de Jong, T. (2013). Making the invisible visible: Enhancing students' conceptual understanding by introducing representations of abstract objects in a simulation. Instructional Science, 41, 575-587.
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.
Olympiou, G., & Zacharia, Z. C. (2012). Blending physical and virtual manipulatives: An effort to improve students’ conceptual understanding through science laboratory experimentation. Science Education, 96, 1, 21-47.
Zacharia Z. C., Xenofontos, N., and Manoli, C. (2011). Comparing the effect of two different cooperative approaches on students’ learning and practices within the context of a WebQuest science investigation. Education Technology, Research & Development, 59, 399-424.
Zacharia, Z. C. and Olympiou G. (2011). Physical versus Virtual Manipulatives: Rethinking Physics Experimentation. Learning and Instruction, 21, 317-331.
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.
Zacharia, Z. C. and Constantinou C. P. (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, 76, 425-430.
Zacharia, Z. C. (2007). Combining real and virtual laboratory experimentation: An effort to enhance students’ conceptual understanding of electric circuits. Journal of Computer Assisted Learning, 23, 120-132.
Zacharia, Z. C. (2005). The Impact of Interactive Computer Simulations on the Nature and Quality of Postgraduate Science Teachers’ Explanations in Physics. International Journal of Science Education, 27 (14), 1741-1767.
Zacharia, Z. C. and Barton, A. (2004). Students' Attitudes toward Progressive and Critical Science Activities. Science Education, 88 (2), 197-222.Zacharia, Z. C. (2003). Beliefs, Attitudes, and Intentions of Science Teachers Regarding the Educational Use of Computer Simulations and Inquiry-based Experiments in Physics. Journal of Research in Science Teaching, 40 (8), 792-823.
Zacharia, Z. C. and Anderson, R. (2003). The Effects of an Interactive Computer-Based Simulation Prior to Performing a Laboratory Inquiry-Based Experiment on Students’ Conceptual Understanding of Physics. American Journal of Physics, 71 (6), 618-629.