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Xenofontos, N., Zacharia, Z., & Hovardas, T. (2018). How much guidance students need when designing experiments in a computer-supported inquiry learning environment. International Journal of Learning and Teaching, 4(1), 20-24. doi: 10.18178/ijlt.4.1.20-24

Hovardas, T., Xenofontos, N., Zacharia, Z. (2017). Using virtual labs in an inquiry context: The effect of a hypothesis formulation tool and an experiment design tool on students' learning. In I. Levin, & D. Tsybulsky (Eds.), Optimizing STEM Education with Advanced ICTs and Simulations. IGI Global. ISBN13: 9781522525288; EISBN13: 9781522525295

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.

Zacharia, Z. C., Manoli, C., Xenofontos, N., de Jong, T., Pedaste, M., van Riesen, S. A., . . . 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. doi: 10.1007/s11423-015-9370-0
 
Pedaste, M., Mäeots, M., Siiman, L. A., de Jong, T., van Riesen, S. A. N., Kamp, E. T., Manoli, C. C., Zachariac, Z. C., & Tsourlidaki, E. (2015). Phases of inquiry-based learning: definitions and the inquiry cycle. Educational Research Review, 14, 47-61. doi: 10.1016/j.edurev.2015.02.003
 
de Jong, T., Linn, M., & Zacharia, Z. C. (2013). Physical and Virtual Laboratories in Science and Engineering Education. Science, 340, 305-308. doi: 10.1126/science.1230579
 
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. doi: 10.1007/s11251-012-9245-2
 
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. doi: 10.1016/j.ecresq.2012.02.004
 
Zacharia, Z., Xenofontos, N., & Manoli, C. (2010). The effect of two different cooperative approaches on students' learning and practices within the context of WebQest science investigation. Education Technology Research and Development, 59 (3), 399-424. doi: 10.1007/s11423-010-9181-2