BSc: University of Patras, Greece, 1989
MA: University of London, 1997
PhD: London South Bank University, 2005
Abbreviated Curriculum Vitae
My first degree is in Physics from the Department of Physics at the University of Patras in Greece. I then moved to London for teacher training (DFES) where I taught Physics and Sciences in state secondary schools. I earned a Master’s degree from the Institute of Education at the University of London with Prof. Jon Ogborn and a PhD in Physics Education. The title of my thesis was: “Formative assessment in teaching graphing skills in investigation lessons: a study of teachers’ goals, strategies, assessment criteria and feedback”. My study was funded by the Greek Government (IKY) and the Rosalind Driver Foundation. I joined this Department in September 2014, after an appointment at the University of Crete in 2006 and the University of Ioannina in the Department of Physics (Greece). As many foreigners in our city, I am in love with Istanbul.
Laboratory work in physics teaching, pre-service teacher education, peer-assessment, gifted physics education.
Pre-service physics teachers learn how to teach experiments in the school physics lab (BAP SUP 10800): the aim of this project is to investigate pre-service physics teachers’ efforts to learn how to teach and assess experiments, and in particular, concepts related to scientific evidence in the school physics lab.
Peer and self-assessment skills in science and mathematics teaching: the aim is to investigate the development of peer- and self- assessment skills during a teacher education program.
First Project BAP SUP 10800
Pre-service physics teachers learn how to teach experiments in the school physics lab
The aim of this project is to investigate pre-service physics teachers’ efforts to learn how to teach and assess experiments, and in particular, concepts related to scientific evidence in the school physics lab. The study looks at the participants as both students and prospective teachers. It has taken place within the context of the course SCED 350.02 “Secondary Science Lab Applications” in our Department. The participants a) revise main concepts related to scientific practices, in particular, experimental validity and reliability of measurement (taught in physics lab classes) and b) develop lesson plans, teaching and assessment methods and, they teach physics experiments. They develop assessment criteria and rubrics for each experiment and lab report.
Particular attention is given to the preparation of lab reports, as well as how teachers should teach what is included in a “good” lab report to secondary students.
Interviews have been conducted with the participants at different times of one academic year to look at their understanding of science practices. They are also interviewed during their teaching preparation.
All experiments and discussion in the lab have been videotaped. Their teaching has been videotaped, too.
All their written work (teaching plans, written tasks and portfolios) has been collected.
A qualitative and quantitative data analysis has been carried out to identify particular trends within and among the participants. Students’ difficulties while they design, carry out experiments and write lab reports have been identified.
Curriculum materials are also developed and validated throughout the Project.
“Peer and self-assessment skills in science and mathematics teaching”
The aim is to investigate the development of peer- and self- assessment skills during a teacher education program. Science and mathematics pre-service teachers learn how to give feedback to one another in order to improve their peers’ and their own work (written coursework and actual teaching). The participants are introduced to research-based assessment strategies.
One-to-one interviews have been conducted after they gave feedback to their peers, as well as when they received feedback from their peers. Interview questions are about their perception of the peer-assessment process. On the other hand, interview questions focus on the process of self-assessment. The participants have been asked to write reflective journals so that their progress can be traced and related difficulties to be identified.
The findings from this research have provided evidence to enable the instructor to improve the program in response to to the difficulties and needs of the participants.