Angelos Sofianidis
Biographic Data
| ID | 9636145 |
|---|---|
| NAME | Angelos Sofianidis |
| GIVEN NAMES | Angelos |
| FAMILY NAME | Sofianidis |
| SIGNATURE | SOFIANIDIS A |
| AFFILIATIONS | University of Western Macedonia |
| ORCID | 0000-0002-1378-9739 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Bridging STEAM and Cultural Heritage Through Inclusive Inquiry
This study presents a professional development (PD) program designed within the “SciArt—Promoting 21st-century skills through an inclusive STEAM approach to Cultural Heritage” project, which aims to prepare teachers to implement an inclusive, inquiry-based STEAM approach in their classrooms. The approach, developed collaboratively by academics from the arts, sciences, and cultural sectors across Cyprus, Greece, and Portugal, integrates archaeomet…
Towards an inclusive science education
This study presents the implementation of a newly developed ‘Inclusive Science Education’ (ISE) course designed for preschool student teachers to integrate inquiry-based science teaching with inclusive pedagogies using gamified approaches and emerging technologies. Sixty-two participants enrolled in this elective course, which involved theoretical instruction, hands-on workshops, team collaboration, reflective practice, and the creation of inquir…
What Is the Future of Augmented Reality in Science Teaching and Learning? An Exploratory Study on Primary and Pre-School Teacher Students’ Views
While extensive research has explored the impact of Augmented Reality (AR) on student perspectives, experiences, and outcomes, there remains a significant gap in empirical studies focusing on teachers’ viewpoints, particularly within Science Education. Given that uncovering teachers’ viewpoints is crucial for leveraging AR technology’s potential in education since teachers decide whether to integrate it into their classrooms, the research questio…
Primary School Teachers’ Perspectives on Emergency Remote Teaching of Mathematics
In this study, we aimed to determine Cypriot primary mathematics teachers’ perspectives and lived experiences during the transition to emergency remote teaching (ERT) in the early stage of the COVID-19 pandemic. An in-depth online survey combining closed-ended and open-ended questions was administered to sixty-two (n = 62) educators teaching mathematics in public primary schools during the first lockdown in spring, 2020. The data from closed-ende…
Why Do Students Prefer Augmented Reality
Students’ perceptions on AR applications have gained researchers’ interest in the field of ICT-enhanced teaching and learning, especially in recent years. The current study investigates students’ perceptions concerning their learning and immersive experiences gained using AR quizzes with formative self-assessment purposes in a science education university course during one semester. The research followed the mixed-method approach, and the data we…
Let Students Talk about Emergency Remote Teaching Experience
This research aimed to comprehend the impact of the first school closure on secondary education in Cyprus from students’ perspectives. Through the administration of an online survey with both closed and open questions, the study investigated the main issues and challenges that students experienced during their abrupt transition from face-to-face to emergency remote education and their main worries and concerns during this period, as well as their…
An Insight into Teachers’ Classroom Practices
Teachers’ knowledge rooted in classroom practices guides their actions when dealing with a specific subject matter. To assess the quality of these practices, a close examination of the “classroom reality” is needed. The present study, which was carried out in Greece, investigates secondary science teachers’ practices. To record these practices, we used special classroom observation tools as well as questionnaires to record students’ views of thei…
“Helping Nemo!”—Using Augmented Reality and Alternate Reality Games in the Context of Universal Design for Learning
This article reports on the main experiences gained from a teaching intervention which utilised the alternate reality game ‘Helping Nemo’ in an augmented reality environment for formative assessment. The purpose of the study was to explore the ways in which the affordances arising from the combination of alternate reality games and augmented reality, situated in the context of Universal Design for Learning, might facilitate students’ learning amo…
No prominent works on this page.
“Helping Nemo!”—Using Augmented Reality and Alternate Reality Games in the Context of Universal Design for Learning
This article reports on the main experiences gained from a teaching intervention which utilised the alternate reality game ‘Helping Nemo’ in an augmented reality environment for formative assessment. The purpose of the study was to explore the ways in which the affordances arising from the combination of alternate reality games and augmented reality, situated in the context of Universal Design for Learning, might facilitate students’ learning amo…
Let Students Talk about Emergency Remote Teaching Experience
This research aimed to comprehend the impact of the first school closure on secondary education in Cyprus from students’ perspectives. Through the administration of an online survey with both closed and open questions, the study investigated the main issues and challenges that students experienced during their abrupt transition from face-to-face to emergency remote education and their main worries and concerns during this period, as well as their…
An Insight into Teachers’ Classroom Practices
Teachers’ knowledge rooted in classroom practices guides their actions when dealing with a specific subject matter. To assess the quality of these practices, a close examination of the “classroom reality” is needed. The present study, which was carried out in Greece, investigates secondary science teachers’ practices. To record these practices, we used special classroom observation tools as well as questionnaires to record students’ views of thei…
Why Do Students Prefer Augmented Reality
Students’ perceptions on AR applications have gained researchers’ interest in the field of ICT-enhanced teaching and learning, especially in recent years. The current study investigates students’ perceptions concerning their learning and immersive experiences gained using AR quizzes with formative self-assessment purposes in a science education university course during one semester. The research followed the mixed-method approach, and the data we…
Primary School Teachers’ Perspectives on Emergency Remote Teaching of Mathematics
In this study, we aimed to determine Cypriot primary mathematics teachers’ perspectives and lived experiences during the transition to emergency remote teaching (ERT) in the early stage of the COVID-19 pandemic. An in-depth online survey combining closed-ended and open-ended questions was administered to sixty-two (n = 62) educators teaching mathematics in public primary schools during the first lockdown in spring, 2020. The data from closed-ende…
What Is the Future of Augmented Reality in Science Teaching and Learning? An Exploratory Study on Primary and Pre-School Teacher Students’ Views
While extensive research has explored the impact of Augmented Reality (AR) on student perspectives, experiences, and outcomes, there remains a significant gap in empirical studies focusing on teachers’ viewpoints, particularly within Science Education. Given that uncovering teachers’ viewpoints is crucial for leveraging AR technology’s potential in education since teachers decide whether to integrate it into their classrooms, the research questio…
Bridging STEAM and Cultural Heritage Through Inclusive Inquiry
This study presents a professional development (PD) program designed within the “SciArt—Promoting 21st-century skills through an inclusive STEAM approach to Cultural Heritage” project, which aims to prepare teachers to implement an inclusive, inquiry-based STEAM approach in their classrooms. The approach, developed collaboratively by academics from the arts, sciences, and cultural sectors across Cyprus, Greece, and Portugal, integrates archaeomet…
Towards an inclusive science education
This study presents the implementation of a newly developed ‘Inclusive Science Education’ (ISE) course designed for preschool student teachers to integrate inquiry-based science teaching with inclusive pedagogies using gamified approaches and emerging technologies. Sixty-two participants enrolled in this elective course, which involved theoretical instruction, hands-on workshops, team collaboration, reflective practice, and the creation of inquir…
Mathematics education (6 works) · Pedagogy (6 works) · Psychology (6 works) · Qualitative research (5 works) · Computer Science (4 works) · Sociology (4 works) · Teaching method (4 works) · Thematic analysis (4 works) · Augmented reality (3 works) · Augmented Reality Applications (3 works)