Διεθνή επιστημονικά περιοδικά

 
  • K. Meli, D. Koliopoulos, K. Lavidas & G. Papalexiou (2016). Upper secondary school students’ understanding of adiabatic compression. Review of Science, Mathematics and ICT Education (Accepted).
  • K. Meli, K. Zacharos & D. Koliopoulos (2016). The Integration of Mathematics in Physics Problem Solving: A Case Study of Greek Upper Secondary School Students. Canadian Journal of Science, Mathematics and Technology Education, 16(1), 48-63. pdf
  • S.Tantaros, K. Ravanis, D. Koliopoulos, K. Sarigianni, & E. Sotiropoulou (2016). L’utilisation des prises de notes dans le cadre d’une activité scientifique chez les enfants de 5 à 12 ans., Magis, Revista Internacional de Investigación en Educación, 8(17), 13-26. pdf
  • N. Sissamberi & D. Koliopoulos (2015). A didactical approach of large – scale electricity generation systems at the elementary school level. Educational Journal of the University of Patras UNESCO Chair, 2(2), 14-24 pdf
  • A. Filippoupoliti & D. Koliopoulos (2014). Informal and non-formal education: An outline of History of Science in museums. Science & Education, 23 (4), 781-791 pdf
  • D. Koliopoulos, J-M. Boilevin, S. Dossis, E. Paraskevopoulou & K. Ravanis (2013). Rapport au savoir scientifique de futurs professeurs des écoles en France et en Grèce : le cas du pendule. Recherches en Didactique des Sciences et des Technologies, 8, 163-188. pdf
  • K. Ravanis, C. Ben Kilani, J.-M. Boilevin & D. Koliopoulos (2013). Représentations et obstacles des élèves de 10 ans pour la formation des ombres. Journal of Didactics, 4(1), 1-14. pdf
  • D. Koliopoulos & C. Constaninou (2013). Energy in education. Review of Science, Mathematics and ICT Education, 6(1), 3-6. pdf
  • D. Koliopoulos, A. Aduriz-Bravo, K. Ravanis (2011). El «análisis del contenido conceptual» de los currículos y programas de ciencias: una posible herramienta de mediación entre la didáctica y la enseñanza de las ciencias, Enseñanza de las Ciencias, 29(3), 315–324. pdf
  • D. Koliopoulos, E. Gouskou & X. Arapaki (2012). How to design a teaching intervention about the concept of classification of animals for preschool children in the framework of cooperation between school and zoological museum? Skholê, 17, 21-25. pdf
  • E. Paraskevopoulou & D. Koliopoulos (2011). Teaching the Nature of Science through the Millikan-Ehrenhaft dispute. Science & Education, 20(10), 943-960. pdf
  •  D. Koliopoulos & M. Argyropoulou (2011). Constructing qualitative energy concepts in a formal educational context with 6 – 7 year old students. Review of Science, Mathematics and ICT Education, 5(1), 63-80. pdf
  •  X. Arapaki & D. Koliopoulos (2010). Popularization and teaching of the relationship between visual arts and natural sciences: historical, philosophical and didactical dimensions of the problem. Science & Education, 20, 7, 797-803. pdf
  •  D. Koliopoulos (2009). The 4th Hellenic Conference on the History and Philosophy of Science and Science Teaching “The Cultural Component of Science in Education”: Introduction. Science & Education, 18, 9, 1101-1103. pdf
  •  D. Koliopoulos, V. Christidou, I. Symidala & M. Koutsoumba, (2009). Pre-energy reasoning in pre-school children. Review of Science, Mathematics and ICT Education, 3, 1, 123-140. pdf
  •  K. Ravanis & D. Koliopoulos (2008). Proceduri didactice de destabilizare şi de reconstruire a sistemului de reprezentări spontane referitoare la formarea umbrelor la elevii de 10 ani, Revista de Psihologie şi Ştinţele Educaţiei 2, 2, 3-11. pdf
  • S. Dossis & D. Koliopoulos (2007). Comment les élèves du collège conçoivent le mouvement du pendule: une recherche empirique. Skholê, hors-série 1, 41-51. pdf
  • D. Koliopoulos, S. Dossis & E. Stamoulis (2007). The use of history of science texts in teaching science: Two cases of an innovative, constructivist approach, The Science Education Review, 6, 2, 44-56. pdf
  • K. Ravanis, D. Koliopoulos & J-M Boilevin (2007), Construction of a Precursor Model for the Concept of Rolling Friction in the Thought of Preschool Age Children: A Socio-cognitive Teaching Intervention, Research in Science Education, 38, 4, 421-434. pdf
  • K. Zacharos, D. Koliopoulos, M. Dokimaki & H. Kassoumi (2007), Views of prospective early childhood education teachers, towards mathematics and its instruction, European Journal of Teacher Education, 30, 3, 305–318. pdf
  • D. Koliopoulos, J-M Boilevin & K. Ravanis (2005), La classification du contenu conceptuel des curriculums concernant l’énergie comme outil éducatif, Ensaio, Pesquisa em Educação em Ciências, 7, 1, 63-75. pdf
  • D. Koliopoulos & C. Constantinou (2005), The pendulum as presented in school science textbooks of Greece and Cyprus, Science & Education, 14, 1, 59-73. pdf
  • K. Ravanis, D. Koliopoulos & Y. Hadjigeorgiou (2004), What factors does friction depend on? A socio-cognitive teaching intervention with young children, International Journal of Science Education, 26, 8, 997-1007. pdf
  • D. Koliopoulos, S. Tantaros, M. Papandreou & K. Ravanis (2004) Preschool children’s ideas about floating: a qualitative approach, Journal of Science Education, 5, 1, 21-24. pdf
  • D. Koliopoulos[1] (2003), Blunting the tensions between informal and formal education in science: reforming the relationship between the school and the science museum in Greece, Mediterranean Journal of Educational Studies, 8, 1, 81-95. pdf
  • D. Koliopoulos & K. Ravanis (2001), Didactic implications resulting from students’ ideas about energy: an approach to mechanical, thermal and electrical phenomena, Themes in Education, 2, 2-3, 161-173. pdf
  • D. Koliopoulos & K. Ravanis (2000), Réflexions méthodologiques sur la formation d’une culture concernant le concept d’énergie à travers l’éducation formelle, Revue de Recherches en Education : SPIRALE, 26, 73-86. pdf
  • D. Koliopoulos & K. Ravanis (2000), Elaboration et évaluation du contenu conceptuel d’un programme constructiviste concernant l’approche énergétique des phénomènes mécaniques, Didaskalia, 16, 33-56. pdf
  • D. Koliopoulos & K. Ravanis[2] (1998), L’enseignement de l’énergie au collège vu par les enseignants. grille d’analyse de leurs conceptions, Aster, Institut National de Recherche Pédagogique, 26, 165-182. pdf
  • D. Koliopoulos, P. Kariotoglou & D. Psillos[3] (1986), La force dans le contexte des liquides; une première approche des conceptions des élèves sur la mécanique des liquides, au collège, en Grèce, Feuilles d’Epistémologie Appliquée et de Didactique des Sciences, 8, 59-65. pdf
  • D. Koliopoulos & A. Tiberghien[4] (1986), Eléments d’une bibliographie concernant l’enseignement de l’énergie au niveau des collèges, Aster, Institut National de Recherche Pédagogique, 2, 167-178.  pdf

 


[1]Αναφέρεται στο Comparative Education Review, vol. 48, no. 4, http://www.journals.uchicago.edu/page/CER/bibliog03.html.

[2] Αναφέρεται στο: Bibliographie commentée, “Modèles d’enseignement”, GREDIC, 37, Université Pierre et Marie Curie, 2001.

[3] Αναφέρεται στο: Bibliography, “Students’ Alternative Frameworks and Science Education”, 58, Institute for Science Education, IPN University of Kiel, 1988.

[4] Αναφέρεται στο: Bibliography, “Students’ Alternative Frameworks and Science Education”, 74, Institute for Science Education, IPN University of Kiel, 1988.