RESEARCH INTERESTS My research work focuses on the following issues:
A highly experienced and devoted Professor who has made a significant contribution to many educational institutions throughout Europe. Professor Psycharis has published many papers in prestigious journals and has established various European-wide improved academic practices for Undergraduates, Postgraduates, and Fellow Professors alike. Throughout his career, he has also served as an Advisor to the Greek Minister of Education on issues related to the integration of ICT in Education, and Teacher Education Policies. He was also the Coordinator, representing the Greek Government - for the European Network of Teacher Education Policies (ENTEP), and for two years President of the Network and Evaluator for European Commission.
He also served as a Rector –and Chancellor of ASPETE.
· RESEARCH INTERESTS-RESEARCH PROFILE
Summary of main interests
In detail, my research and academic work focuses on the following issues:
Inquiry Based STEM learning (Strategies for developing STEM as part of Scientific Literacy, Effective Learning environments for STEM/inquiry learning and teaching, Best Practices of STEM/Inquiry). STEM as transdisciplinary approach and how inquiry based learning will be suited in this approach.
Analysis:
Using computer languages and software (Java, Easy Java Simulations (Ejs), Visual Basic, Fortran, ΧML, C++, MatLab, LabView, Education Robotics, Flash Macromedia, Inspiration, Interactive Physics, Modellus, etc.) for development of Educational Applications for primary, secondary and tertiary level, the focus of the research is to exploit the use of integrated STEM and Inquiry based teaching approaches in order to create teaching and learning sequences.
The purpose of my research
Computational Thinking: Forms and incorporation in the curriculum
Analysis: The term computational thinking is made popular by Wing (2006). In her seminal article on computational thinking, she argued that computational thinking ‘‘represents a universally applicable attitude and skill set everyone, not just computer scientists, would be eager to learn and use’’. The International Society for Technology in Education (ISTE) views computational thinking as algorithmic thinking with automation tools and data representation with the use of simulation. On the other hand, computational thinking is considered to be one of the essential practices for the scientific and engineering dimension.
The purpose of my research:
1. How has programming been incorporated STEM Education curricula?
2. What are the outcomes of student performance in computational thinking dimensions?
3. What intervention approaches are being used to foster computational thinking in STEM curricula?
4. What is the impact of text ,optical and physical computing in Computational thinking dimensions?
5. How to connect Computational Thinking with STEM and engineering pedagogy and epistemology
Design Thinking as an approach to learning
Analysis: STEM skills are often associated with higher order thinking skills such as the ability to solve authentic-real problems and to create as a process of innovation. Traditional linear models of enacting science are being replaced by new models of innovation that rely on open and collaborative innovation and user-led innovation as means to overcome uncertainties in scientific areas and reduce the risks of failure. These developments have led to a considerable debate about whether future science and engineering studies should be STEM- or STEAM-based, denoting the importance of twinning arts and creativity in forming STEAM education. In essence, the tools and methods of design offer new models for creative inquiry and problem-solving, for correlating learning and cognition.
The purpose of my research
Epistemology and STEM Education-Engineering Pedagogy
Analysis: Significant parts of scientific research are carried out on models rather than on the real phenomena because by studying a model we can discover features of and ascertain facts about the system the model stands for. This cognitive function of models has been widely recognized in the literature, and some researchers even suggest that models give rise to a new form of reasoning, the so-called ‘model based reasoning. Learning styles are increasingly being integrated into computational-enhanced learning and a great deal of recent research work is taking place in this knowledge area.
The purpose of my research is to examine the impact of the computational experiment approach and learning styles on:
Theoretically informed science curriculum that can be the impulse for the practice of science teaching and should integrate discipline (subject-matter) knowledge with pedagogical knowledge. Forms of TPACK methodology when STEM is included. Threshold concepts, misconceptions and STEM curriculum.
Analysis: Threshold Concepts (TCs) are of particular interest to STEM education, representing a “transformed way of understanding, or interpreting or viewing something without which the learner cannot progress”.
The purpose of my research is to examine:
The objective of my research is to investigate ways to what extent restructuring a “STEM in Education” course with computational-modeling tools, and engagement of learners in an argumentation process using the Inquiry learning process, would affect student’s acquisition of threshold concepts and cause a shift in their conceptions about fundamental concepts in STEM disciplines. Focus on Research in TPACK related to the transformation of several types of knowledge and understanding of what makes the learning of specific concepts in STEM disciplines easy or difficult, and aspects of content most relevant to its “teachability”
Teachers’ training
Analysis: Recent research for educational reform in Science and Mathematics education stresses the need for innovative teacher education reform in order to ensure that pre-service teachers not only gain understanding of how to use the technology but also of how to develop scenarios that integrate computational thinking and contemporary learning theories .In my research, theoretical statements and views enable pedagogical advancements while the practical aspects of implementation force theoretical pursuit.
My interests include both the theoretical and practical aspects of inquiry based learning and nature of science and STEM, their inclusion in science teaching as well as teacher education and the implementation of the STEM agenda and the inclusion of new forms of assessment in STEM environments.
The purpose of my research is to examine:
Learning needs
Analysis: Recent research in Pedagogy stress the need for comprehensive knowledge of student learning needs
The purpose of my research is to examine:
The impact of contemporary learning theories, trans-disciplinary research and the ofchallenging and innovative learning activities and fair assessment methods to personalized learning.
In my research different research methodologies and research methods are used, (quantitative and qualitative)
Critical analysis and empirical investigation of how educational policies, institutions and structures impact on and are experienced by students and teachers
The purpose of my research is to contribute to Critical analysis of pedagogies and educational practices - theoretical and empirical research- to critique pedagogical practices and to suggest for pedagogical approaches that encompass critical and creative thinking
Teaching practicum.
In current teacher education, there has been a remarkable shift towards stressing the importance of teaching, in particular through the teaching practicum
Research findings reveal that pre-service teachers often fail to develop the desired skills and exhibit signs of problematic development, such as a tendency towards teacher-centred instruction rather than learner-oriented instruction or towards copying expert teachers’
Researchers have shown a growing interest in the learning mechanism of pre-service teachers.
The purpose of my research is to contribute to this field by investigating pre-service teachers’ individual characteristics for learning during the practicum and focus on the examination of the interrelationship between student teachers’ openness to theory, self-efficacy, emotions, motives, and classroom behaviour during the field experience.
The use of Monte Carlo techniques and the Metropolis - Lanczos algorithms for the simulation of certain phenomena
Physicists quite often bring “authentic” problems to the mathematicians, and mathematicians may produce algorithms to solve these problems. The advantages of this cross-fertilization is the realm of Computational Physics. Monte Carlo methods are often used in simulating physical and mathematical systems, economical systems etc. Monte Carlo simulation methods belong to computational algorithms and are based on the creation of random sampling to compute different quantities.
Monte Carlo methods also used as educational software program for the study of detection methods for elementary particles, the simulation of particles' paths and interactions as well as the visualization and animation of these in order to present these phenomena to students.
Monte Carlo methods can be used-beyond Physics- for the development of computer simulation model aiming to describe the interaction of students in a learning environment composed of the teacher, the students in a collaborative project and the educational material based on the social impact theory and methods of Computational Physics, mainly the Monte Carlo techniques and the notion of master equation.
The purpose of my research is to examine:
The use of Monte Carlo method and Lanczos algorithm in order to develop models for the opinion formation in the school environment, the educational study of certain phenomena at secondary level (e.g. decay processes, diffusion phenomena, etc.), as well as phenomena of advanced physics that need the inclusion of the stochastic nature of the processes.
A highly experienced and devoted Professor who has made a significant contribution to many educational institutions throughout Europe. Professor Psycharis has published many papers in prestigious journals and has established various European-wide improved academic practices for Undergraduates, Postgraduates, and Fellow Professors alike. Throughout his career, he has also served as an Advisor to the Greek Minister of Education on issues related to the integration of ICT in Education, and Teacher Education Policies. He was also the Coordinator, representing the Greek Government - for the European Network of Teacher Education Policies (ENTEP), and for two years President of the Network and Evaluator for European Commission.
He also served as a Rector –and Chancellor of ASPETE.
· RESEARCH INTERESTS-RESEARCH PROFILE
Summary of main interests
- STEM and Computational Science issues. Development of STEM Applications for primary, secondary, Adult and Higher Education
- Address the challenge of forging deeper learning in STEM by integrating design thinking as an approach to teaching in which students construct and demonstrate understanding through a form of design
- Research on student learning needs, contemporary learning theories, and innovative learning activities and fair assessment methods using different research methodologies, quantitative and qualitative and research methods
- Designing and integrating computational-problem-based learning environments into curricula for primary, secondary, Adult and Higher Education.
- Teaching and Learning Methods: inquiry learning, problem based learning, project-based learning, flipped classroom, case-based teaching for primary, secondary, Adult and Higher Education
- Problem solving and Inquiry Based Approach - Use of computers as cognitive tools -Scientific Reasoning and Epistemology, Model based reasoning, psychological structures (self-esteem, self-efficacy, motives)
- Critical analysis and empirical investigation of how educational policies, institutions and structures impact on and are experienced by students and teachers. Critical analysis of pedagogies and educational practices - theoretical and empirical research- to critique pedagogical practices and to suggest for pedagogical approaches that encompass critical and creative thinking
In detail, my research and academic work focuses on the following issues:
Inquiry Based STEM learning (Strategies for developing STEM as part of Scientific Literacy, Effective Learning environments for STEM/inquiry learning and teaching, Best Practices of STEM/Inquiry). STEM as transdisciplinary approach and how inquiry based learning will be suited in this approach.
Analysis:
Using computer languages and software (Java, Easy Java Simulations (Ejs), Visual Basic, Fortran, ΧML, C++, MatLab, LabView, Education Robotics, Flash Macromedia, Inspiration, Interactive Physics, Modellus, etc.) for development of Educational Applications for primary, secondary and tertiary level, the focus of the research is to exploit the use of integrated STEM and Inquiry based teaching approaches in order to create teaching and learning sequences.
The purpose of my research
- The design principles of Interactive Learning Environments-ILE- (learning objectives, problem solving issues, user characteristics, human-computer interaction -HCI, the relation of modelling to theory, different representations in learning environments) for the development of Teaching Learning Sequences with explorative and expressive models.
- The application of the Methodology of the Computational Experiment using Modelling and Simulation Techniques as well as the inclusion of Algorithms. The approach is to design and plan learning activities based on creating models of simulation for science education using computational methods for solving STEM problems, towards the creation of curriculum that is both deeper and wider. The work resorts to the use of first principles in science, mathematics and engineering, since it is essential to bring learning experience with authentic science to the classroom.
- The research of the effect of ILE intervention on students’ conceptual differentiation, cognitive conflict and the development of intermediate models starting from mental models to conceptual models.
Computational Thinking: Forms and incorporation in the curriculum
Analysis: The term computational thinking is made popular by Wing (2006). In her seminal article on computational thinking, she argued that computational thinking ‘‘represents a universally applicable attitude and skill set everyone, not just computer scientists, would be eager to learn and use’’. The International Society for Technology in Education (ISTE) views computational thinking as algorithmic thinking with automation tools and data representation with the use of simulation. On the other hand, computational thinking is considered to be one of the essential practices for the scientific and engineering dimension.
The purpose of my research:
1. How has programming been incorporated STEM Education curricula?
2. What are the outcomes of student performance in computational thinking dimensions?
3. What intervention approaches are being used to foster computational thinking in STEM curricula?
4. What is the impact of text ,optical and physical computing in Computational thinking dimensions?
5. How to connect Computational Thinking with STEM and engineering pedagogy and epistemology
Design Thinking as an approach to learning
Analysis: STEM skills are often associated with higher order thinking skills such as the ability to solve authentic-real problems and to create as a process of innovation. Traditional linear models of enacting science are being replaced by new models of innovation that rely on open and collaborative innovation and user-led innovation as means to overcome uncertainties in scientific areas and reduce the risks of failure. These developments have led to a considerable debate about whether future science and engineering studies should be STEM- or STEAM-based, denoting the importance of twinning arts and creativity in forming STEAM education. In essence, the tools and methods of design offer new models for creative inquiry and problem-solving, for correlating learning and cognition.
The purpose of my research
- To address the challenge of forging deeper learning in STEM by integrating design thinking as an approach to teaching in which students construct and demonstrate understanding through a form of design.
- Teachers’ training in design thinking
- Development of artefacts that support design thinking(use of 3-D printers etc)
Epistemology and STEM Education-Engineering Pedagogy
Analysis: Significant parts of scientific research are carried out on models rather than on the real phenomena because by studying a model we can discover features of and ascertain facts about the system the model stands for. This cognitive function of models has been widely recognized in the literature, and some researchers even suggest that models give rise to a new form of reasoning, the so-called ‘model based reasoning. Learning styles are increasingly being integrated into computational-enhanced learning and a great deal of recent research work is taking place in this knowledge area.
The purpose of my research is to examine the impact of the computational experiment approach and learning styles on:
- Engagement with the inquiry process
- Reasoning abilities,
- Learning performance,
- Epistemological beliefs
- Levels of Argumentation.
Theoretically informed science curriculum that can be the impulse for the practice of science teaching and should integrate discipline (subject-matter) knowledge with pedagogical knowledge. Forms of TPACK methodology when STEM is included. Threshold concepts, misconceptions and STEM curriculum.
Analysis: Threshold Concepts (TCs) are of particular interest to STEM education, representing a “transformed way of understanding, or interpreting or viewing something without which the learner cannot progress”.
The purpose of my research is to examine:
- Investigation of TPACK when integrated with computational tools and their affordances, pedagogy/learning theories , content, and context.
- Understanding of how particular topics that are difficult to be understood by learners or difficult to be represented by teachers can be transformed and taught more effectively with technology in ways that signify its added value for STEM disciplines .
The objective of my research is to investigate ways to what extent restructuring a “STEM in Education” course with computational-modeling tools, and engagement of learners in an argumentation process using the Inquiry learning process, would affect student’s acquisition of threshold concepts and cause a shift in their conceptions about fundamental concepts in STEM disciplines. Focus on Research in TPACK related to the transformation of several types of knowledge and understanding of what makes the learning of specific concepts in STEM disciplines easy or difficult, and aspects of content most relevant to its “teachability”
Teachers’ training
Analysis: Recent research for educational reform in Science and Mathematics education stresses the need for innovative teacher education reform in order to ensure that pre-service teachers not only gain understanding of how to use the technology but also of how to develop scenarios that integrate computational thinking and contemporary learning theories .In my research, theoretical statements and views enable pedagogical advancements while the practical aspects of implementation force theoretical pursuit.
My interests include both the theoretical and practical aspects of inquiry based learning and nature of science and STEM, their inclusion in science teaching as well as teacher education and the implementation of the STEM agenda and the inclusion of new forms of assessment in STEM environments.
The purpose of my research is to examine:
- The ways to provide teachers with new content and pedagogical approaches and how to embed actions in the curriculum as well as good practices
- Issues related to technology-enhanced curriculum enriched with activities based on the integration of Science Education, Educational Psychology and ICT.
- The impact of monitoring studies (e.g. PISA, TIMSS) in educational content (textbooks, course guidelines, proper software etc.) and teacher-provided evidence (opinions and stances).
- The impact of innovative STEM curricula on students and teachers.
- How teachers use and adapt innovative science curricula during implementing classroom learning activities and what kind of training is needed to accomplish this task.
- The design of inquiry-oriented curriculum that utilizes technology and visits to informal learning environment in order to promote the integration of scientific principles with real life activities.
- Development of assessment instruments to assess preservice and in-service teachers’ technology competency in terms the selection of appropriate STEM topics to be taught with computational models and use of appropriate technology-supported representations and transformations for STEM content integrated with the Inquiry based teaching and learning approach
Learning needs
Analysis: Recent research in Pedagogy stress the need for comprehensive knowledge of student learning needs
The purpose of my research is to examine:
The impact of contemporary learning theories, trans-disciplinary research and the ofchallenging and innovative learning activities and fair assessment methods to personalized learning.
In my research different research methodologies and research methods are used, (quantitative and qualitative)
Critical analysis and empirical investigation of how educational policies, institutions and structures impact on and are experienced by students and teachers
The purpose of my research is to contribute to Critical analysis of pedagogies and educational practices - theoretical and empirical research- to critique pedagogical practices and to suggest for pedagogical approaches that encompass critical and creative thinking
Teaching practicum.
In current teacher education, there has been a remarkable shift towards stressing the importance of teaching, in particular through the teaching practicum
Research findings reveal that pre-service teachers often fail to develop the desired skills and exhibit signs of problematic development, such as a tendency towards teacher-centred instruction rather than learner-oriented instruction or towards copying expert teachers’
Researchers have shown a growing interest in the learning mechanism of pre-service teachers.
The purpose of my research is to contribute to this field by investigating pre-service teachers’ individual characteristics for learning during the practicum and focus on the examination of the interrelationship between student teachers’ openness to theory, self-efficacy, emotions, motives, and classroom behaviour during the field experience.
The use of Monte Carlo techniques and the Metropolis - Lanczos algorithms for the simulation of certain phenomena
Physicists quite often bring “authentic” problems to the mathematicians, and mathematicians may produce algorithms to solve these problems. The advantages of this cross-fertilization is the realm of Computational Physics. Monte Carlo methods are often used in simulating physical and mathematical systems, economical systems etc. Monte Carlo simulation methods belong to computational algorithms and are based on the creation of random sampling to compute different quantities.
Monte Carlo methods also used as educational software program for the study of detection methods for elementary particles, the simulation of particles' paths and interactions as well as the visualization and animation of these in order to present these phenomena to students.
Monte Carlo methods can be used-beyond Physics- for the development of computer simulation model aiming to describe the interaction of students in a learning environment composed of the teacher, the students in a collaborative project and the educational material based on the social impact theory and methods of Computational Physics, mainly the Monte Carlo techniques and the notion of master equation.
The purpose of my research is to examine:
The use of Monte Carlo method and Lanczos algorithm in order to develop models for the opinion formation in the school environment, the educational study of certain phenomena at secondary level (e.g. decay processes, diffusion phenomena, etc.), as well as phenomena of advanced physics that need the inclusion of the stochastic nature of the processes.