ΖΑΧΑΡΙΑΣ ΖΑΧΑΡΙΑ
ΖΑΧΑΡΙΑ ΖΑΧΑΡΙΑΣ
ZACHARIA ZACHARIAS
...
ASSOCIATE PROFESSOR
Department of Education
Theophanides
11-13 Dramas str.
414
22892957
22894488
-

Προσωπικό Προφίλ

Βασικές σπουδές στο Πανεπιστήμιο Κύπρου (Πτυχίο Επιστημών της Αγωγής) και στο Rutgers University – New Brunswick, Ηνωμένες Πολιτείες Αμερικής (Πτυχίο Φυσικής). Μεταπτυχιακές σπουδές στο Columbia University, Ηνωμένες Πολιτείες Αμερικής (M.A., M.Sc., M.Phil., και PhD στη Διδακτική των Φυσικών Επιστημών).
Η χρήση της μοντελοποίησης και των προσομοιώσεων ως γνωστικών εργαλείων για διδασκαλία και μάθηση στις Φυσικές Επιστήμες και ο πληροφορικός εμπλουτισμός των αναλυτικών προγραμμάτων και του διδακτικού υλικού των Φυσικών Επιστημών.
de Jong, T., Linn, M., & Zacharia, Z. C. (2013). Physical and Virtual Laboratories in Science and Engineering Education. Science, 340, 305-308.
 
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.
 
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.
 
Olympiou, G., & Zacharia, Z. C. (2012). Blending physical and virtual manipulatives: An effort to improve students’ conceptual understanding through science laboratory experimentation. Science Education, 96, 1, 21-47.
 
Zacharia Z. C., Xenofontos, N., and Manoli, C. (2011). Comparing the effect of two different cooperative approaches on students’ learning and practices within the context of a WebQuest science investigation. Education Technology, Research & Development, 59, 399-424.
 
Zacharia, Z. C. and Olympiou G. (2011). Physical versus Virtual Manipulatives: Rethinking Physics Experimentation. Learning and Instruction, 21, 317-331.
 
Zacharia, Z. C., Olympiou G. and Papaevripidou, M. (2008). Effects of Experimenting with Physical and Virtual Manipulatives on Students’ Conceptual Understanding in Heat and Temperature. Journal of research in Science Teaching, 45, 1021-1035.
 
Zacharia, Z. C. and Constantinou C. P. (2008). Comparing the Influence of Physical and Virtual Manipulatives in the Context of the Physics by Inquiry Curriculum: The Case of Undergraduate Students’ Conceptual Understanding of Heat and Temperature. American Journal of Physics, 76, 425-430.
 
Zacharia, Z. C. (2007). Combining real and virtual laboratory experimentation: An effort to enhance students’ conceptual understanding of electric circuits. Journal of Computer Assisted Learning, 23, 120-132.
 
Zacharia, Z. C. (2005). The Impact of Interactive Computer Simulations on the Nature and Quality of Postgraduate Science Teachers’ Explanations in Physics. International Journal of Science Education, 27 (14), 1741-1767.
 
Zacharia, Z. C. and Barton, A. (2004). Students' Attitudes toward Progressive and Critical Science Activities. Science Education, 88 (2), 197-222.Zacharia, Z. C. (2003). Beliefs, Attitudes, and Intentions of Science Teachers Regarding the Educational Use of Computer Simulations and Inquiry-based Experiments in Physics. Journal of Research in Science Teaching, 40 (8), 792-823.
 
Zacharia, Z. C. and Anderson, R. (2003). The Effects of an Interactive Computer-Based Simulation Prior to Performing a Laboratory Inquiry-Based Experiment on Students’ Conceptual Understanding of Physics. American Journal of Physics, 71 (6), 618-629.

Profile Information

Undergraduate studies at the University of Cyprus (B.A. in Education) and at Rutgers University – New Brunswick, USA (B.A. in Physics). Graduate studies at Columbia University, USA (M.A., M.Sc., M.Phil., and PhD in Science Education).
Computer supported inquiry learning, modeling and the use of computer-based simulations and inquiry-based experimentation as cognitive tools in science teaching and learning.
de Jong, T., Linn, M., & Zacharia, Z. C. (2013). Physical and Virtual Laboratories in Science and Engineering Education. Science, 340, 305-308.
 
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.
 
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.
 
Olympiou, G., & Zacharia, Z. C. (2012). Blending physical and virtual manipulatives: An effort to improve students’ conceptual understanding through science laboratory experimentation. Science Education, 96, 1, 21-47.
 
Zacharia Z. C., Xenofontos, N., and Manoli, C. (2011). Comparing the effect of two different cooperative approaches on students’ learning and practices within the context of a WebQuest science investigation. Education Technology, Research & Development, 59, 399-424.
 
Zacharia, Z. C. and Olympiou G. (2011). Physical versus Virtual Manipulatives: Rethinking Physics Experimentation. Learning and Instruction, 21, 317-331.
 
Zacharia, Z. C., Olympiou G. and Papaevripidou, M. (2008). Effects of Experimenting with Physical and Virtual Manipulatives on Students’ Conceptual Understanding in Heat and Temperature. Journal of research in Science Teaching, 45, 1021-1035.
 
Zacharia, Z. C. and Constantinou C. P. (2008). Comparing the Influence of Physical and Virtual Manipulatives in the Context of the Physics by Inquiry Curriculum: The Case of Undergraduate Students’ Conceptual Understanding of Heat and Temperature. American Journal of Physics, 76, 425-430.
 
Zacharia, Z. C. (2007). Combining real and virtual laboratory experimentation: An effort to enhance students’ conceptual understanding of electric circuits. Journal of Computer Assisted Learning, 23, 120-132.
 
Zacharia, Z. C. (2005). The Impact of Interactive Computer Simulations on the Nature and Quality of Postgraduate Science Teachers’ Explanations in Physics. International Journal of Science Education, 27 (14), 1741-1767.
 
Zacharia, Z. C. and Barton, A. (2004). Students' Attitudes toward Progressive and Critical Science Activities. Science Education, 88 (2), 197-222.Zacharia, Z. C. (2003). Beliefs, Attitudes, and Intentions of Science Teachers Regarding the Educational Use of Computer Simulations and Inquiry-based Experiments in Physics. Journal of Research in Science Teaching, 40 (8), 792-823.
 
Zacharia, Z. C. and Anderson, R. (2003). The Effects of an Interactive Computer-Based Simulation Prior to Performing a Laboratory Inquiry-Based Experiment on Students’ Conceptual Understanding of Physics. American Journal of Physics, 71 (6), 618-629.