75. Pappa, M., & Daskolia, M. (2023). Thinking with assemblages: Opening new pathways for environmental education pedagogy and research in the meta-Anthropocene era. In N.Fairchild (Ed.), 6th European Congress of Qualitative Inquiry in the Anthropocene: Affirmative and generative possibilities for (Post)Anthropocentric futures, Congress Proceedings, (pp. 169-176). European Network of Qualitative Inquiry, University of Portsmouth. Portsmouth, UK. ISBN: 978-1-86137-677-0 (eBook)
76. Daskolia, M., Pappa, M., Joly, A., Bonnet, P., Arias, R., Piera, J., & Soacha, K. (2022). Integrating Citizen Observatories into school Environmental Education for Sustainability: Design and evaluation of a case study engaging students with Pl@ntnet and Odourcollect. In L. Gómez Chova, A. López Martínez, & J. Lees (Eds.), 15th Annual International Conference of Education, Research and Innovation
(ICERI2022) Proceedings, (pp. 5479-5489). IATED Academy. Seville, Spain. ISBN: 978- 84-09-45476-1. DOI: 10.21125/iceri.2022.1345
77. Daskolia, M., Trigatzi, A., Piera, J., Woods, S.M., & Bonnet, P. (2022). Citizen Science and Environmental Oral History in Climate Education: Integrating the Use of a Citizen Observatory for Biodiversity Monitoring in a Climate Change Education Project. In L. Gómez Chova, A. López Martínez, & J. Lees (Eds.), 15th Annual International Conference of Education, Research and Innovation (ICERI2022) Proceedings, (pp. 6974-6983). IATED Academy. Seville, Spain. ISBN: 978-84-09-45476-1. DOI:10.21125/iceri.2022.1767
78. Daskolia, M., Piera, J., & Soacha, K. (2022). Engaging teachers in the co-design of educational scenarios aiming to integrate citizen observatories technologies into school-based environmental education. In 14th International Conference on Education and New
Learning Technologies (EDULEARN22) Proceedings, (pp. 10008-10016). Palma, Spain.ISBN: 978-84-09-42484-9. DOI: 10.21125/edulearn.2022.2414
79. Daskolia, M. (2022). Climate change literacy and concerns among Greek University students with a non-science background. In 14th International Conference on Education and New Learning Technologies (EDULEARN22) Proceedings, (pp. 10046-10054). Palma, Spain. ISBN: 978-84-09-42484-9. DOI: 10.21125/edulearn.2022.2427
80. Daskolia, M., Gkotzos, D., Grillia, N., Piera, J., & Soacha, K. (2022). Integrating Citizen Science into Environmental Education for Sustainability. Design and implementation of an online training course to foster participation in building sustainable and just societies
through school education. In V. Makrakis, & N. Kostoula-Makraki (Eds.), Proceedings of the International Conference ‘Innovative Practices in Teaching and Learning for Building a Sustainable and Just Society’, (pp. 1-7). RCE Crete, UNESCO Chair ICT in Education for Sustainable Development, University of Crete.
81. Grillia, N., & Daskolia, M. (2020). Wor(l)d traveling into the experience stream of an environmental educator via narrative inquiry. In K. Hannes, R. Falzon, A. Benozzo, M.R. Gemignani, Ph. Issari, C. Taylor, & J. Wyatt (Eds), Proceedings of the 4 th European Congress of Qualitative Inquiry (ECQI 2020) ‘Qualitative Inquiry towards Sustainability’, (pp. 43-51). European Network of Qualitative Inquiry and University of Malta. St Julians, Malta. ISBN: 9789067842181
82. Grillia, N., & Daskolia, M. (2019). Νarrative inquiry as a tool for empowering Greek teachers in their environmental and sustainability education practice. In K. Hannes, J. Wyatt, Ph. Issari, C. Taylor, M. Gemignani, & A. Benozzo (Eds), ‘Qualitative Inquiry as Activism’. Proceedings of the 3 rd European Congress of Qualitative Inquiry (ECQI 2019) ‘Qualitative Inquiry as Activism’, (pp. 122-131). European Network of Qualitative Inquiry, KU Leuven and University of Edinburgh. Edinburgh, Scotland. ISBN: 9789067842174 (e-book).
83. Kolovou, A., & Daskolia, M. (2016). A socio-technical environment affording social creativity in the design of digital education resources for Math and Environmental Education. In the Electronic Proceedings of the 10th Pan-Hellenic and International Conference ‘ICT in Education’ Electronic Proceedings. HAICTE, University of Ioannina. Ioannina, Greece. ISBN: 978-960-883-598-6
84. Daskolia M., Kolovou A., & Kynigos C. (2016). Social Creativity in the Design of Digital Resources Interweaving Math with Environmental Education - The Case Study of the Climate Change C-Book. In the Proceedings of the 8th International Conference on Computer Supported Education (CSEDU) (Volume 2), (pp. 134-143). Rome, Italy. ISBN: 978-989-758-179-3. doi: 10.5220/0005810101340143
85. Essonnier, N., Kynigos, C., Trgalova, J., & Daskolia, M. (2016). Studying the role of context in social creativity for the design of digital resources. In the Proceedings of the International Congress on Mathematical Education (ICME-13). Gesellschaft für Didaktik der Mathematik, Universität Hamburg. Hamburg, Germany.
86. Daskolia, M., Makri, K., & Kynigos, C. (2014). Fostering collaborative creativity in learning about urban sustainability through digital storytelling. In G. Futschek, & C. Kynigos (Eds.), ‘Constructionism and Creativity’. Proceedings of the ‘Constructionism 2014’ International Conference, (pp. 357-366). Österreichische Computer Gesellschaft. Vienna, Austria. ISBN: 978-3-85403-301-1
87. Yiannoutsou, N., Kynigos, C., & Daskolia, M. (2014). Constructionist designs in game modding: the case of learning about sustainability. In G. Futschek, & C. Kynigos (Eds.), ‘Constructionism and Creativity’. Proceedings of the ‘Constructionism 2014’ International Conference, (pp. 459-469). Österreichische Computer Gesellschaft. Vienna, Austria. ISBN: 978-3-85403-301-1
88. Kynigos, C., & Daskolia, M. (2014). Supporting Creative Design Processes for the Support of Creative Mathematical Thinking - Capitalising on Cultivating Synergies between Math Education and Environmental Education. In the Proceedings of the 6th International Conference on Computer Supported Education (CSEDU), (pp. 342-347). Barcelona, Spain. ISBN: 978-989-758-021-5, doi: 10.5220/0004965603420347
89. Daskolia, M., & Kynigos, C. (2014). Fostering creativity in learning about sustainability through engagement in constructionist activities. Applying a constructionist approach to learning and teaching about sustainability. In the Proceedings of the 7th World Environmental Education Congress (7 th WEEC) (Niche 8: “Creative Impulses”), (pp. 41-55). World Environmental Education Congress Network - Istituto per l’ Ambiente e l’Educazione Scholè Futuro. Marrakesh, Morocco. ISBN: 9788885313361 http://www.environmental-education.org/en/documents/proceedings-7th-cong...
90. Liarakou, G., Daskolia, M., & Papanikolaou, A. (2012). Children’s learning about "Urban Sustainability" through playing and re-constructing a half-baked microworld. In C. Kynigos, J. Clayson, & N. Yiannoutsou (Εds.), Proceedings of the "Constructionism 2012" International Conference, (pp. 156-165). National and Kapodistrian University of Athens - Educational Technology Lab. Athens, Greece. ISBN: 978-960-88298-4-8
91. Anastopoulou, S., & Daskolia. M. (2012). Construction kits for teachers: implications for design. In C. Kynigos, J. Clayson, & N. Yiannoutsou (Εds.), Proceedings of the "Constructionism 2012" International Conference, (pp. 291-298). National and Kapodistrian University of Athens - Educational Technology Lab. Athens, Greece. ISBN:978-960-88298-4-8
92. Kalafati, M., Daskolia, M., Flogaitis, E., & Salla, T. (2012). Exploring the relationship between environmental and art education in the context of pre-school education. In the Proceedings of the 11th InSEA European Congress ‘Arts Education at the Crossroad of 12 Cultures’, (pp. 395-408). International Society for Education through Art. Lemessos, Cyprus. http://insea.org/docs/2014.17/cyprusproceeedings.pdf
93. Daskolia, M., Tsouma, E., & Smyrnaiou, Z. (2012). Students’ Generation of Meanings on a Global Energy Issue through Digital Game Play. In V. Makrakis, & N. Kostoulas-Makrakis (Εds.), Proceedings of the International Conference on New Technologies, Education for Sustainable Development and Critical Pedagogy Proceedings, (pp. 286- 293). European Commission (ICTeESD project) - University of Crete. Rethymnon, Greece. ISBN 978-960-87898-7-6
94. Wegerif, R., Yang, Y., DeLaat, M., Pifarre, M., Yiannoutsou, N., Moustaki, F., Smyrnaiou., Z., Daskolia, M., Mavrikis, M., Geraniou, E., & Abdu, R. (2012). Developing a Planning and Reflection tool to Support Learning to Learn Together (L2L2). In P. Cunningham, & M. Cunningham (Eds.), Proceedings of the International Conference on Innovation,Science and Technology for Africa’s Development (IST-Africa 2012). European Commission - IIMC International Information Management Corporation. Dar es Salaam, Tasmania. ISBN: 978-1-905824-34-2
95. Drachman, R., Abdu, R., Daskolia, M., DeGroot, R., Dragon, T., Harrer, A., Kynigos, C.,& Wegerif, R. (2012). The Metafora Project and the Promotion of Creativity – Theory- based Expectations and Preliminary Findings. In P. Cunningham, & M.Cunningham (Eds.), eChallenges e-2012 Conference Proceedings. IIMC International Information Management Corporation. Lisbon, Portugal. ISBN: 978-1-905824-35-9
96. Daskolia, M., Kynigos, C., & Yiannoutsou, N. (2012). Teachers learning about sustainability while co-constructing digital games. In the Proceedings of the International Conference on Higher Education (ICHE 2012), (pp. 521-526). World Academy of Science, Engineering and Technology (WASET). Paris, France.
97. Daskolia, M., Yiannoutsou, N., Xenos, M., & Kynigos, C. (2012). Exploring Learning-to-learn-together Processes within the Context of an Environmental Education Activity.In the Proceedings of the Ireland International Conference on Education (IICE-2012).Dublin, Ireland. ISBN: 978-1-908320-06-3
98. Kynigos, C., & Daskolia, M. (2011). Collaborative design and construction of digital games to learn about sustainable lifestyles. In L. Gómez Chova, I., Candel Torres, & A.López Martínez (Eds.), Proceedings of the International Technology, Education, Development Conference (INTED2011), (pp. 1583-1592). International Association of Technology, Education and Development (IATED). Valencia, Spain. ISBN: 978-84-614-7423-3
99. Chatzifotiou, A., Liarakou, G., & Daskolia, M. (2006). ‘Environment’ and ‘sustainable development’: investigating the content and social dimension of two central environmental education concepts among university students. In the Proceedings of the 5th Global Conference Environmental Justice and Global Citizenship Electronic Conference. Mansfield College. Oxford, UK.
100. Flogaitis, E., Daskolia, M., Chatzifotiou, A., & Liarakou, G. (2006). Conceptions of the environment and of environmental problems as social issues among Greek students of early childhood education. In M. Salomone (Ed.), Electronic Proceedings of the 3 rd World Environmental Education Congress “Educational Paths towards Sustainability”, (pp. 177- 186). WEEC International Association - Istituto per l' Ambiente e l’ Educazione Scholé Futuro Onlus. Torino, Italy.
76. Daskolia, M., Pappa, M., Joly, A., Bonnet, P., Arias, R., Piera, J., & Soacha, K. (2022). Integrating Citizen Observatories into school Environmental Education for Sustainability: Design and evaluation of a case study engaging students with Pl@ntnet and Odourcollect. In L. Gómez Chova, A. López Martínez, & J. Lees (Eds.), 15th Annual International Conference of Education, Research and Innovation
(ICERI2022) Proceedings, (pp. 5479-5489). IATED Academy. Seville, Spain. ISBN: 978- 84-09-45476-1. DOI: 10.21125/iceri.2022.1345
77. Daskolia, M., Trigatzi, A., Piera, J., Woods, S.M., & Bonnet, P. (2022). Citizen Science and Environmental Oral History in Climate Education: Integrating the Use of a Citizen Observatory for Biodiversity Monitoring in a Climate Change Education Project. In L. Gómez Chova, A. López Martínez, & J. Lees (Eds.), 15th Annual International Conference of Education, Research and Innovation (ICERI2022) Proceedings, (pp. 6974-6983). IATED Academy. Seville, Spain. ISBN: 978-84-09-45476-1. DOI:10.21125/iceri.2022.1767
78. Daskolia, M., Piera, J., & Soacha, K. (2022). Engaging teachers in the co-design of educational scenarios aiming to integrate citizen observatories technologies into school-based environmental education. In 14th International Conference on Education and New
Learning Technologies (EDULEARN22) Proceedings, (pp. 10008-10016). Palma, Spain.ISBN: 978-84-09-42484-9. DOI: 10.21125/edulearn.2022.2414
79. Daskolia, M. (2022). Climate change literacy and concerns among Greek University students with a non-science background. In 14th International Conference on Education and New Learning Technologies (EDULEARN22) Proceedings, (pp. 10046-10054). Palma, Spain. ISBN: 978-84-09-42484-9. DOI: 10.21125/edulearn.2022.2427
80. Daskolia, M., Gkotzos, D., Grillia, N., Piera, J., & Soacha, K. (2022). Integrating Citizen Science into Environmental Education for Sustainability. Design and implementation of an online training course to foster participation in building sustainable and just societies
through school education. In V. Makrakis, & N. Kostoula-Makraki (Eds.), Proceedings of the International Conference ‘Innovative Practices in Teaching and Learning for Building a Sustainable and Just Society’, (pp. 1-7). RCE Crete, UNESCO Chair ICT in Education for Sustainable Development, University of Crete.
81. Grillia, N., & Daskolia, M. (2020). Wor(l)d traveling into the experience stream of an environmental educator via narrative inquiry. In K. Hannes, R. Falzon, A. Benozzo, M.R. Gemignani, Ph. Issari, C. Taylor, & J. Wyatt (Eds), Proceedings of the 4 th European Congress of Qualitative Inquiry (ECQI 2020) ‘Qualitative Inquiry towards Sustainability’, (pp. 43-51). European Network of Qualitative Inquiry and University of Malta. St Julians, Malta. ISBN: 9789067842181
82. Grillia, N., & Daskolia, M. (2019). Νarrative inquiry as a tool for empowering Greek teachers in their environmental and sustainability education practice. In K. Hannes, J. Wyatt, Ph. Issari, C. Taylor, M. Gemignani, & A. Benozzo (Eds), ‘Qualitative Inquiry as Activism’. Proceedings of the 3 rd European Congress of Qualitative Inquiry (ECQI 2019) ‘Qualitative Inquiry as Activism’, (pp. 122-131). European Network of Qualitative Inquiry, KU Leuven and University of Edinburgh. Edinburgh, Scotland. ISBN: 9789067842174 (e-book).
83. Kolovou, A., & Daskolia, M. (2016). A socio-technical environment affording social creativity in the design of digital education resources for Math and Environmental Education. In the Electronic Proceedings of the 10th Pan-Hellenic and International Conference ‘ICT in Education’ Electronic Proceedings. HAICTE, University of Ioannina. Ioannina, Greece. ISBN: 978-960-883-598-6
84. Daskolia M., Kolovou A., & Kynigos C. (2016). Social Creativity in the Design of Digital Resources Interweaving Math with Environmental Education - The Case Study of the Climate Change C-Book. In the Proceedings of the 8th International Conference on Computer Supported Education (CSEDU) (Volume 2), (pp. 134-143). Rome, Italy. ISBN: 978-989-758-179-3. doi: 10.5220/0005810101340143
85. Essonnier, N., Kynigos, C., Trgalova, J., & Daskolia, M. (2016). Studying the role of context in social creativity for the design of digital resources. In the Proceedings of the International Congress on Mathematical Education (ICME-13). Gesellschaft für Didaktik der Mathematik, Universität Hamburg. Hamburg, Germany.
86. Daskolia, M., Makri, K., & Kynigos, C. (2014). Fostering collaborative creativity in learning about urban sustainability through digital storytelling. In G. Futschek, & C. Kynigos (Eds.), ‘Constructionism and Creativity’. Proceedings of the ‘Constructionism 2014’ International Conference, (pp. 357-366). Österreichische Computer Gesellschaft. Vienna, Austria. ISBN: 978-3-85403-301-1
87. Yiannoutsou, N., Kynigos, C., & Daskolia, M. (2014). Constructionist designs in game modding: the case of learning about sustainability. In G. Futschek, & C. Kynigos (Eds.), ‘Constructionism and Creativity’. Proceedings of the ‘Constructionism 2014’ International Conference, (pp. 459-469). Österreichische Computer Gesellschaft. Vienna, Austria. ISBN: 978-3-85403-301-1
88. Kynigos, C., & Daskolia, M. (2014). Supporting Creative Design Processes for the Support of Creative Mathematical Thinking - Capitalising on Cultivating Synergies between Math Education and Environmental Education. In the Proceedings of the 6th International Conference on Computer Supported Education (CSEDU), (pp. 342-347). Barcelona, Spain. ISBN: 978-989-758-021-5, doi: 10.5220/0004965603420347
89. Daskolia, M., & Kynigos, C. (2014). Fostering creativity in learning about sustainability through engagement in constructionist activities. Applying a constructionist approach to learning and teaching about sustainability. In the Proceedings of the 7th World Environmental Education Congress (7 th WEEC) (Niche 8: “Creative Impulses”), (pp. 41-55). World Environmental Education Congress Network - Istituto per l’ Ambiente e l’Educazione Scholè Futuro. Marrakesh, Morocco. ISBN: 9788885313361 http://www.environmental-education.org/en/documents/proceedings-7th-cong...
90. Liarakou, G., Daskolia, M., & Papanikolaou, A. (2012). Children’s learning about "Urban Sustainability" through playing and re-constructing a half-baked microworld. In C. Kynigos, J. Clayson, & N. Yiannoutsou (Εds.), Proceedings of the "Constructionism 2012" International Conference, (pp. 156-165). National and Kapodistrian University of Athens - Educational Technology Lab. Athens, Greece. ISBN: 978-960-88298-4-8
91. Anastopoulou, S., & Daskolia. M. (2012). Construction kits for teachers: implications for design. In C. Kynigos, J. Clayson, & N. Yiannoutsou (Εds.), Proceedings of the "Constructionism 2012" International Conference, (pp. 291-298). National and Kapodistrian University of Athens - Educational Technology Lab. Athens, Greece. ISBN:978-960-88298-4-8
92. Kalafati, M., Daskolia, M., Flogaitis, E., & Salla, T. (2012). Exploring the relationship between environmental and art education in the context of pre-school education. In the Proceedings of the 11th InSEA European Congress ‘Arts Education at the Crossroad of 12 Cultures’, (pp. 395-408). International Society for Education through Art. Lemessos, Cyprus. http://insea.org/docs/2014.17/cyprusproceeedings.pdf
93. Daskolia, M., Tsouma, E., & Smyrnaiou, Z. (2012). Students’ Generation of Meanings on a Global Energy Issue through Digital Game Play. In V. Makrakis, & N. Kostoulas-Makrakis (Εds.), Proceedings of the International Conference on New Technologies, Education for Sustainable Development and Critical Pedagogy Proceedings, (pp. 286- 293). European Commission (ICTeESD project) - University of Crete. Rethymnon, Greece. ISBN 978-960-87898-7-6
94. Wegerif, R., Yang, Y., DeLaat, M., Pifarre, M., Yiannoutsou, N., Moustaki, F., Smyrnaiou., Z., Daskolia, M., Mavrikis, M., Geraniou, E., & Abdu, R. (2012). Developing a Planning and Reflection tool to Support Learning to Learn Together (L2L2). In P. Cunningham, & M. Cunningham (Eds.), Proceedings of the International Conference on Innovation,Science and Technology for Africa’s Development (IST-Africa 2012). European Commission - IIMC International Information Management Corporation. Dar es Salaam, Tasmania. ISBN: 978-1-905824-34-2
95. Drachman, R., Abdu, R., Daskolia, M., DeGroot, R., Dragon, T., Harrer, A., Kynigos, C.,& Wegerif, R. (2012). The Metafora Project and the Promotion of Creativity – Theory- based Expectations and Preliminary Findings. In P. Cunningham, & M.Cunningham (Eds.), eChallenges e-2012 Conference Proceedings. IIMC International Information Management Corporation. Lisbon, Portugal. ISBN: 978-1-905824-35-9
96. Daskolia, M., Kynigos, C., & Yiannoutsou, N. (2012). Teachers learning about sustainability while co-constructing digital games. In the Proceedings of the International Conference on Higher Education (ICHE 2012), (pp. 521-526). World Academy of Science, Engineering and Technology (WASET). Paris, France.
97. Daskolia, M., Yiannoutsou, N., Xenos, M., & Kynigos, C. (2012). Exploring Learning-to-learn-together Processes within the Context of an Environmental Education Activity.In the Proceedings of the Ireland International Conference on Education (IICE-2012).Dublin, Ireland. ISBN: 978-1-908320-06-3
98. Kynigos, C., & Daskolia, M. (2011). Collaborative design and construction of digital games to learn about sustainable lifestyles. In L. Gómez Chova, I., Candel Torres, & A.López Martínez (Eds.), Proceedings of the International Technology, Education, Development Conference (INTED2011), (pp. 1583-1592). International Association of Technology, Education and Development (IATED). Valencia, Spain. ISBN: 978-84-614-7423-3
99. Chatzifotiou, A., Liarakou, G., & Daskolia, M. (2006). ‘Environment’ and ‘sustainable development’: investigating the content and social dimension of two central environmental education concepts among university students. In the Proceedings of the 5th Global Conference Environmental Justice and Global Citizenship Electronic Conference. Mansfield College. Oxford, UK.
100. Flogaitis, E., Daskolia, M., Chatzifotiou, A., & Liarakou, G. (2006). Conceptions of the environment and of environmental problems as social issues among Greek students of early childhood education. In M. Salomone (Ed.), Electronic Proceedings of the 3 rd World Environmental Education Congress “Educational Paths towards Sustainability”, (pp. 177- 186). WEEC International Association - Istituto per l' Ambiente e l’ Educazione Scholé Futuro Onlus. Torino, Italy.