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2014
K$\alpha$$\tau$$\acute{\alpha}$$ąppa$o$ς$, E. $\upsilon$$\sigma$$\tau$$\rho$$\acute{\alpha}$$\tau$$ıota$o$ς$. H $\varepsilon$$ν$$ν$o$ıota$o$łambda$o$\gamma$$ıota$$ąppa$$\acuteη$ o$ıota$$ąppa$o$łambda$o$\gamma$$\acuteıota}$$\alpha$ $ąppa$$\alpha$$ıota$ $η$ $\alpha$$π$o$δ$o$\chi$$\acuteη$ $\tau$$η$$ς$ $þeta$$\varepsilon$$ømega$$\rho$$\acuteıot, E$þeta$$ν$$ıota$$ąppa$ó $ąppa$$\alpha$$ıota$ K$\alpha$$π$o$δ$$ıota$$\sigma$$\tau$$\rho$$ıota$$\alpha$$ąppa$ó $\Pi$$\alpha$$ν$$\varepsilon$$π$$ıota$$\sigma$$\tau$$\acuteη$$μ$$ıota$o A$þeta$$η$$ν$$\acuteømega}$$ν$ (EK$\Pi$A). $Σ$$\c, 2014.
Athanasiou, K. ; Mavrikaki, E. International Journal of Science Education 2014, 36, 1262–1285.
Katakos, E. ; Papadopoulou, P. ; Athanasiou, K. In Thinking; 10th Conference of European Researchers in Didactics of Biology (ERIDOB) At: Haifa-Israel, Volume: 1, 2014; Vol. 59, pp. 44-75. Publisher's VersionAbstract
Abstract In this study, we aimed to explore the factors related to the acceptance of evolutionary theory among biology education teachers using conceptual ecology for biological evolution as a theoretical frame. This paper explores, by the use of qualitative analysis, some of the factors that constitute the conceptual ecology of evolutionary theory of Greek secondary school teachers and the relationships between the findings of quantitative and qualitative research. In this study eight interviews have been performed with teachers of different academic backgrounds (biologists, geologists, physicists, chemists) who teach biology in secondary education. These interviews were analyzed by using NVivo 8.0 qualitative analysis software. The basic actions performed were the categorization of interviews content into thematic categories (nodes) and the subsequent exploration for common patterns and relationships among categories. This qualitative analysis revealed the views and the attitudes of the teachers on the examined factors of conceptual ecology. Also explained and documented in some degree the results of the previous quantitative research in a large sample of biology teachers. The results support the initial research hypothesis that the factors related with evolution theory acceptance, their mix and their weight, differ in correspondence with local conditions and singularities and the total socio-cultural environment. This is a very strong argument in favor of the approach of conceptual ecology. Keywords: Evolution, teachers, qualitative, NVivo analysis, conceptual ecology, secondary- education.
Athanasiou, K. ; Mavrikaki, E. International Journal of Science Education 2014, 36, 1262–1285.
Κατάκος, Ευστράτιος. Η εννοιολογική οικολογία και η αποδοχή της θεωρίας της εξέλιξης από τους Έλληνες εκπαιδευτικούς, Εθνικό και Καποδιστριακό Πανεπιστήμιο Αθηνών (ΕΚΠΑ). Σχολή Επιστημών Αγωγής …, 2014.