Άννα Κουμαρά
Biographic Data
| ID | 6828104 |
|---|---|
| NAME | Άννα Κουμαρά |
| GIVEN NAMES | Άννα |
| FAMILY NAME | Κουμαρά |
| SIGNATURE | ΚΟΥΜΑΡΆ Ά |
| AFFILIATIONS | University of Ioannina |
| ORCID | 0000-0003-4061-2004 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Completing the progression establishing an international baseline of primary, middle and secondary students’ views of scientific inquiry
Knowledge of scientific inquiry (SI) is considered essential to the development of an individual's Scientific Literacy (SL) and therefore, SI is included in many international science education reform documents. Two previous large scale international studies assessed the SI understandings of students entering middle school and secondary students at the end of their formal K-12 science education. The purpose of this international project was to us…
History of Pressure Implemented in a Nature of Science Professional Development Program for Science Teachers
International collaborative follow-up investigation of graduating high school students’ understandings of the nature of scientific inquiry
Understandings of the nature of scientific inquiry (NOSI), as opposed to engaging students in inquiry learning experiences, are included in science education reform documents around the world. However, little is known about what students have learned about NOSI during their pre-college school years. The purpose of this large-scale follow-up international project (i.e. 32 countries and regions, spanning six continents and including 3917 students f…
Using CHAT to Address the Nature of Scientific Knowledge Aspects on a PD-Program for Greek Science Teachers as a Cycle of Expansive Learning
A Science Teachers’ Professional Development (PD) Program on Nature of Scientific Knowledge (NOSK) aspects is designed, implemented and evaluated, based on the cycle of expansive learning. A needs analysis showed that NOSK is not explicitly included in Greek Science classes and its integration might be a solution to students’ indifference towards them (questioning phase). A relevant literature review highlights three approaches to teach NOSK: thr…
Using CHAT to Address the Nature of Scientific Knowledge Aspects on a PD-Program for Greek Science Teachers as a Cycle of Expansive Learning
A Science Teachers’ Professional Development (PD) Program on Nature of Scientific Knowledge (NOSK) aspects is designed, implemented and evaluated, based on the cycle of expansive learning. A needs analysis showed that NOSK is not explicitly included in Greek Science classes and its integration might be a solution to students’ indifference towards them (questioning phase). A relevant literature review highlights three approaches to teach NOSK: thr…
Using CHAT to Address the Nature of Scientific Knowledge Aspects on a PD-Program for Greek Science Teachers as a Cycle of Expansive Learning
A Science Teachers’ Professional Development (PD) Program on Nature of Scientific Knowledge (NOSK) aspects is designed, implemented and evaluated, based on the cycle of expansive learning. A needs analysis showed that NOSK is not explicitly included in Greek Science classes and its integration might be a solution to students’ indifference towards them (questioning phase). A relevant literature review highlights three approaches to teach NOSK: thr…
International collaborative follow-up investigation of graduating high school students’ understandings of the nature of scientific inquiry
Understandings of the nature of scientific inquiry (NOSI), as opposed to engaging students in inquiry learning experiences, are included in science education reform documents around the world. However, little is known about what students have learned about NOSI during their pre-college school years. The purpose of this large-scale follow-up international project (i.e. 32 countries and regions, spanning six continents and including 3917 students f…
Completing the progression establishing an international baseline of primary, middle and secondary students’ views of scientific inquiry
Knowledge of scientific inquiry (SI) is considered essential to the development of an individual's Scientific Literacy (SL) and therefore, SI is included in many international science education reform documents. Two previous large scale international studies assessed the SI understandings of students entering middle school and secondary students at the end of their formal K-12 science education. The purpose of this international project was to us…
History of Pressure Implemented in a Nature of Science Professional Development Program for Science Teachers
Educational Strategies and Epistemologies (4 works) · Pedagogy (4 works) · Science Education and Pedagogy (4 works) · Computer Science (3 works) · Mathematics education (3 works) · Psychology (3 works) · Science education (3 works) · Education and Critical Thinking Development (2 works) · Lesson plan (2 works) · Scientific Literacy (2 works)