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Efstathiou, C., Hovardas, T., Xenofontos, N., Zacharia, Z., de Jong, Anjewierden, A., & van Riesen, S. (2018).Providing guidance in virtual lab experimentation: The case of an experiment design tool. Educational Technology Research and Development, 66(3), 767-791.doi: 10.1007/s11423-018-9576-z
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Papaevripidou, M., Irakleous, M., & Zacharia, Z. (2017). Using Teachers' Inquiry-oriented Curriculum Materials as a Means to Examine their Pedagogical Design Capacity and Pedagogical Content Knowledge for Inquiry-based Learning. Science Education International, 28(4), pp 271-292.

Papaevripidou, M., Irakleous, M., & Zacharia, Z. (2017). Designing a course for enhancing prospective teachers’ inquiry competence. In Κ. Hahl, Kalle J. Lampiselkä, J. Lavonen & A. Uitto (Eds.), Cognitive and Affective Aspects in Science Education Research, pp 263-278, Springer.

Silm, G., Tiitsaar, K., Pedaste, M., Zacharia, C. Z., & Papaevripidou, M. (2017). Teachers' Readiness to Use Inquiry-based Learning: An Investigation of Teachers' Sense of Efficacy and Attitudes toward Inquiry-based Learning. Science Education International, 28(4), pp 315-325.

Zacharia, Z. C., Manoli, C., Xenofontos, N., de Jong, T., Pedaste, M., van Riesen, S. A., . . . Tsourlidaki, E. (2015). Identifying potential types of guidance for supporting student inquiry when using virtual and remote labs in science: A literature review. Educational Technology Research and Development, 63(2), 257-302. doi: 10.1007/s11423-015-9370-0
Pedaste, M., Mäeots, M., Siiman, L. A., de Jong, T., van Riesen, S. A. N., Kamp, E. T., Manoli, C. C., Zachariac, Z. C., & Tsourlidaki, E. (2015). Phases of inquiry-based learning: definitions and the inquiry cycle. Educational Research Review, 14, 47-61. doi: 10.1016/j.edurev.2015.02.003
de Jong, T., Linn, M., & Zacharia, Z. C. (2013). Physical and Virtual Laboratories in Science and Engineering Education. Science, 340, 305-308. doi: 10.1126/science.1230579 
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. doi: 10.1007/s11251-012-9245-2
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. doi: 10.1016/j.ecresq.2012.02.004 
Zacharia, Z., Xenofontos, N., & Manoli, C. (2010). The effect of two different cooperative approaches on students' learning and practices within the context of WebQest science investigation. Education Technology Research and Development, 59 (3), 399-424. doi: 10.1007/s11423-010-9181-2