SPECIAL TEACHING STAFF
Department of Education
Cyprus University of Technology
Marios Papaevripidou holds a B.A. in Educational Sciences-Primary Education (University of Cyprus), a M.A. and a Ph.D. in Learning in Natural Sciences (Department of Educational Sciences, University of Cyprus). In the past, he worked as a Primary School Teacher at local schools in Cyprus and as a Research Fellow at the Department of Educational Sciences at University of Cyprus. Since 2004, he holds a Specialist Teaching Fellow of Science Education position at the Department of Educational Sciences at University of Cyprus. He teaches science methods courses and technology integration science courses, and supervises the design and implementation of science lessons of undergraduate students (primary and pre-primary education) in the context of the school practicum program. He served as a member of the scientific and organizing committee of international conferences organized at the University of Cyprus (e.g., EARLI, ESERA, JURE, GIREP, CBLIS), as the chair of the JURE of EARLI conference (http://www.earli-jure2014.org), and is a member of international learning and teaching associations (e.g., EARLI, ESERA, AERA, NARST).
His research interests entail the use of modeling as both a learning tool and an instructional approach in science teaching and learning, and also the design and research validation of computer-supported curriculum materials to foster teachers' professional development in modeling-centered scientific inquiry. He participated in several research projects (e.g., WebLabs: new representational infrastructures for e-learning, ICT for Innovative Science Teachers, Ark of Inquiry, School Study Earthquakes, PLATON, etc), that focused on enhancing students' competence in science through modeling- and inquiry-based activities and on preparing teachers to enact science teaching through modeling-centered scientific inquiry with the use of technology.
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., 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.
Papaevripidou, M., & Zacharia, Z. C. (2015). Examining how students’ knowledge of the subject domain affects their process of modeling in a computer programming environment. Journal of Computers in Education, 2(3), 251-282.