KONSTANTINOS T. KOTSIS

Prof. KONSTANTINOS T. KOTSIS

Primary Edycation, University of Ioannina, Ioánnina, Ípeiros, Greece
orcid
Professor

Research Focus & Metrics

Academic Career Length

42Years (1985-Present)

(Calculated once Scilit publication data is synced: current year − year of first publication + 1)

Representative Publications

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2 March 2024 in European Journal of Education and Pedagogy
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Journal Article
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KONSTANTINOS T. KOTSISKONSTANTINOS T. KOTSIS
KONSTANTINOS T. KOTSIS
Inquiry-based science teaching (IBST) has garnered considerable interest in recent years due to its ability to improve students’ comprehension of scientific ideas and procedures. Experiments are crucial in IBST since they are key instruments for promoting inquiry, investigation, and discovery in the classroom. This research thoroughly analyses the importance of experiments in IBST, focusing on how they encourage active involvement, critical thinking, and better conceptual comprehension in students. This study highlights the many advantages of experiments in IBST using theoretical frameworks, empirical research, and practical insights. It also provides advice for effectively implementing them in educational practice.

1 April 2023 in European Journal of Science and Mathematics Education
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Journal Article
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GSGEORGIOS STYLOS
GEORGIOS STYLOS
OSOlga Siarka
Olga Siarka
KONSTANTINOS T. KOTSISKONSTANTINOS T. KOTSIS
KONSTANTINOS T. KOTSIS
In a modern yet demanding society, scientific literacy (SL) is an essential skill that enables the individual to explain, understand and discuss issues related to science, health, and the environment. The purpose of this research study is to validate the Scientific Literacy Assessment (SLA) tool in the Greek language and investigate the level of SL of 362 Greek pre-service primary school teachers. Reliability and validity were examined using exploratory factor analysis, confirmatory factor analysis and the Cronbach’s alpha coefficient, and a statistical analysis was performed to verify the factor structure of the two components of SLA. The results revealed that the level of demonstrated knowledge (SLA-D1) was moderate while motivational beliefs about learning science were satisfactory (SLA-MB). In terms of demographic factors such as gender, high school course specialization and undergraduate year, the results demonstrated an effect on SLA scores. Recommendations for further research in primary teacher preparation programs are presented.

29 November 2018 in International Journal of Science Education
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Journal Article
Closed access
FEFilippos Evangelou
Filippos Evangelou
KONSTANTINOS T. KOTSISKONSTANTINOS T. KOTSIS
KONSTANTINOS T. KOTSIS
This paper compares students’ conceptual understanding of a standard physics law, i.e. frictional force, following the execution of real vs virtual experiments. The research sample was made up of 110 fifth grade students attending a primary school in the city of Ioannina, Northwestern Greece who were randomly assigned to either the control group (55 students) or the experimental group (55 students). The control group carried out experiments with real world objects, while the experimental group used Interactive Physics simulation software. Data was collected by administering to both groups identical pre and post tests, before and after the experiments respectively and which contained six questions each. The SOLO taxonomy model was used to evaluate student answers and the findings reveal that both experimentation methods are equally effective in the conceptual understanding of frictional force.

22 January 2021 in International Journal of Science Education
Verified
Journal Article
Closed access
GSGEORGIOS STYLOS
GEORGIOS STYLOS
ASAikaterini Sargioti
Aikaterini Sargioti
DMDimitris Mavridis
Dimitris Mavridis
KONSTANTINOS T. KOTSISKONSTANTINOS T. KOTSIS
KONSTANTINOS T. KOTSIS
Although students are expected to finish school having a solid understanding of scientific concepts, they graduate from universities maintaining their former misconceptions in several fields, like physics. This study aims at validating the Thermal Concept Evaluation (TCE) test for university student’s misconceptions of thermal concepts in everyday contexts. The test was administered to 643 first-year students from six different tertiary education departments in Greece. Item Response Theory (IRT) was used in order to validate and adjust the instrument to the Greek population of students and estimate the discriminating power of items. This assessment found that the majority of students held alternative conceptions about thermal concepts. Socio-demographic and academic variables have impact on students’ performance.

12 October 2023 in Eurasian Journal of Science and Environmental Education
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Journal Article
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KONSTANTINOS T. KOTSISKONSTANTINOS T. KOTSIS
KONSTANTINOS T. KOTSIS
Alternative ideas, defined as faulty or incomplete understandings of scientific concepts, are prevalent among students across all age groups and educational levels. In physics, misconceptions often arise from everyday experiences, intuitive reasoning, and oversimplified analogies. The persistence of misconceptions in students’ understanding of physics concepts can hinder learning and compromise scientific literacy. Consequently, research on alternative ideas has emerged as a critical aspect of science education, informing teaching strategies and curriculum development. At the beginning of this research, a brief historical report is presented on how research began in the field of the didactic of physics. Then a report is presented with research that led to the identification of alternative ideas at various levels of education. Finally, modern studies on the alternative ideas on the concepts of physics and their conclusions are presented and highlight the timeless necessity of the scientific research of alternative ideas and students’ perceptions of physics concepts, proving how valuable it is for physics education in the search for this topic.

1 May 2024 in European Journal of Contemporary Education and E-Learning
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KONSTANTINOS T. KOTSISKONSTANTINOS T. KOTSIS
KONSTANTINOS T. KOTSIS
The purpose of this study is to serve as the central notion that the whole research endeavour revolves around. It provides a framework for examining the potential applications of artificial intelligence (AI) for teachers operating in the field of scientific education. A clear framework for an in-depth analysis that tries to shed light on the opportunities and challenges associated with the use of AI technology in primary scientific education is provided by this thesis statement, which specifies the purpose of the research as well as the scope of the investigation. The project's objective is to broaden the existing body of knowledge and provide insights into the ways in which educators might make use of technologies that are powered by AI to enhance the instructional techniques they use and the outcomes of student learning. In order to do this, a well-prepared thesis statement will ideally be used.