Category

European-funded project

Co-inform

Co-inform is an EU-funded project in which the Department of Communication and Internet Studies of the Cyprus University of Technology (CUT) is involved. Co-inform is a collaboration between universities and SMEs in seven European countries (Austria, Cyprus, Germany, Greece, Spain, Sweden, UK) aiming to empower citizens, journalists and policy makers through co-created socio-technical solutions, to increase resilience to misinformation and fake news by generating more informed behaviors and policies.

Co-inform brings together a multidisciplinary team of researchers and experts in computer science, behavioural science, and sociology in an effort to fight misinformation through the development of digital tools for identifying fake news, understanding and predicting which misinformation content is likely to be spread across online platforms, and contributing to the decrease of misinformation and formulation of misconceptions. These tools will be piloted in three of the participating countries.

The consortium involves the following partners:

Stockholm University, Cyprus University of Technology, Open University UK, University of Koblenz, FactCheckNI, Expert System Iberia, International Hellenic University, International Institute of Applied Systems Analysis, and Scytl.

Find out more about the Co-inform project on the official website.

Focus: Co-create tools with citizens, journalists and policy-makers to foster critical thinking and digital literacy to fight misinformation for a better-informed society

Funding: European-funded project

Status: On-going

IoT for Education

The project named “IoT for Education: Air Quality matters” (IoT4ED) is part of a larger Horizon 2020 funded program aiming to enhance physical environments with IoT platforms and applications, thus contributing to the development of of smart and connected environments (i.e. smart city, smart campus, intelligent transportation, etc).

The MCL Research group in collaboration with the Internet of Things Lab (IoTLab) have developed an IoT-based mobile application for secondary school students, aimed to promote environmental awareness about air pollution and an understanding of how the “Internet of Things” works. The mobile application co-designed with students and tested in secondary schools in Limassol (to evaluate the usability and impact of the app). The mobile app communicates with the platforms and databases which collect data from other cities in the EU and  also displays environmental data from Limassol.

The CUT team which worked on IoT4ED consists of Dr. Lambros Lambrinos, Dr. Eleni A. Kyza, Andria Agesilaou, Loucas Constantinou, and Markos Souropetsis from the Department of Communication and Internet Studies at CUT.

Back to Projects

Focus: Development of an IoT-based mobile application for secondary school students, aimed to promote environmental awareness about air pollution

Funding: European-funded project

Status: Completed

PARRISE

The aim of the PARRISE project is to collect and share existing best practices across Europe and develop learning tools, materials and in/pre- service training courses for science teachers based on the Socio-Scientific Inquiry-Based Learning (SSIBL) approach.

The goal of the project is to empower and facilitate science teachers and teacher educators, by in-service and pre-service professional development courses, based on reshaped best practices available among the partners. These shared selected best practices will be reflected on from a ‘Responsible Research and Innovation’ (RRI) perspective and improved by an international ‘community of learners’ who incorporate RRI in their teaching and learning processes.

The PARRISE project has established a multidisciplinary team and facilitates networking activities among teachers, teacher educators and educational researchers of 18 institutions in 11 countries. The project builds on recently developed Inquiry-Based Science Education (IBSE) insights and fosters implementation of IBSE in educational practice.

Find out information about the PARRISE here.

Focus: Science teachers’ professional development through a participatory design approach

Funding: European-funded project

Status: Completed

Related Publications

Kyza, E. A., Georgiou, Y., Hadjichambis, A., & Agesilaou, A. (2018). Antibiotics in livestock: Introducing in-service teachers to the nature of contemporary, socio-scientific controversies. School Science Review, 100(371), 53-58.

Hadjichambis, A. C., Georgiou, Y., Paraskeva Hadjichambi, D., Kyza, E. A., Agesilaou, A., & Mappouras, D. (2018). Promoting RRI and active citizenship in an inquiry-based controversial socio-scientific issue: the case of cholesterol regulation with statins. Journal of Biological Education, 1-13.

Back to Projects

PROFILES

PROFILES (Title: “Professional Reflection Oriented Focus on Inquiry- based Learning and Education through Science) was a four year (2010 – 2014) research program, funded by the European Commission, under the FP7 Science in Society program. Bringing together 19 university teams from 21 European countries, promoted IBSE through raising the self-efficacy of science teachers to take ownership of more effective ways of teaching students, supported by stakeholders.

The PROFILES innovation lied on working with teacher partnerships to implement existing, exemplary context-led, IBSE focused, science teaching materials enhanced by inspired, teacher relevant, training and intervention programmes. This was undertaken by reflection, interactions and seeking to meaningfully raise teacher skills in developing creative, scientific problem-solving and socio-scientific decision-making abilities in students. The measures of success were through (a) determining the self-efficacy of science teachers in developing self-satisfying science teaching methods and (b) in the attitudes of students toward this more student-involved approach. Dissemination of approaches, reactions, and reflections formed a further key project target, making much use of the internet and other formats useful for sharing science teacher profiles in an interactive forum.

PROFILES involved the development of teachers on four fronts (teacher as learner, teacher as effective teacher, teacher as reflective practitioner, teacher as leader) consolidating their ownership of society-led, IBSE approaches and incorporating use-inspired research, evaluative methods and stakeholder networking. The project disseminated its innovation with trained lead teachers spearheading further teacher development at pre- and in-service levels and initiating a series of workshops for key stakeholders nationwide. The project focused on open inquiry approaches as a major teaching target and paid much attention to both intrinsic and extrinsic motivation of students in the learning of science. The intended outcome was school science teaching to become more meaningful, related to 21st century science and incorporate interdisciplinary socio-scientific issues and IBSE-related teaching, taking particular note of gender factors.

Find out information about the PROFILES here.

Focus: Science teachers’ professional development through a participatory design approach

Funding: European-funded project

Status: Completed

Related Publications

Hadjichambis, A. C., Georgiou, Y., Paraskeva-Hadjichambi, D., Kyza, E. A., & Mappouras, D. (2016). Investigating the effectiveness of an inquiry-based intervention on human reproduction in relation to students’ gender, prior knowledge and motivation for learning in biology. Journal of Biological Education, 50(3), 261-274. doi:10.1080/00219266.2015.1067241

Kyza, E. A. & Georgiou, Y. (2014). Developing in-service science teachers’ ownership of the PROFILES pedagogical framework through a technology-supported participatory design approach to professional development. Science Education International, 25(2), 55-77.

Kyza, E. A., Georgiou, Y., Hadjichambi, D. & Hadjichambis, A. (2013). Teacher Framing, Classroom Collaboration Scripts, and Help‐Seeking and Help‐Giving Behaviors. In N. Rummel, M. Kapur, M. Nathan, S. Puntambekar (Eds.) To see the world and a grain of sand: Learning across levels of space, time and scale. Proceedings of the 10th International Conference of Computer Supported Collaborative Learning. Madison, WI: International Society of the Learning Sciences (ISLS), 2013. [Long paper.]

Schulte, T., Georgiou, Y., Kyza, E.A., Bolte, C. (2013). Students’ and teachers’ perceptions of school based scientific literacy priorities and practice: A cross‐cultural comparison between Cyprus and Germany. In: C. P. Constantinou, N. Papadouris & A. Hadjigeorgiou (Eds.), “E-Book Proceedings of the ESERA 2013 Conference: Science Education Research For Evidence-based Teaching and Coherence in Learning”, Part 8: “Scientific Literacy and Socio-scientific Issues” (co-ed. J. Dillon & A. Redfors), European Science Education Research Association, Nicosia, Cyprus, ISBN: 978-9963-700-77-6, pp. 132-140.

Georgiou, Y., Kyza, E. A., & Ioannou, A. (2012). Creating and sustaining online communities of practice for science teachers’ professional development: Overcoming the barriers. In J. V. Aalst, K. Thompson, M. J. Jacobson & Reimann, P. (Eds.), The future of learning. Proceedings of the 10th International Conference of the Learning Sciences (pp. 533-534). Sydney, Australia. [Poster.]

Back to Projects

CoReflect

CoReflect (Title: Digital support for Inquiry, Collaboration, and Reflection on Socio-Scientific Debates) was a three year (2008 – 2011) research program, funded by the European Commission, under the FP7 Science in Society program. Bringing together eight diverse and multi-disciplinary teams from seven European states, the project members promoted evidence-based practice in science teaching and learning, by collaborating to iteratively design, enact, critique, and validate problem-based innovative inquiry learning environments. These environments, which are being hosted on the STOCHASMOS web-based teaching and learning platform, coupled data-rich scientific rigor with the flexibility and easy modifiability that is needed for widespread adoption and use by teachers.

Find out information about the CoREFLECT here.

Focus: Science teachers’ professional development through a participatory design approach

Funding: European-funded project

Status: Completed

Related Publications

Kyza, E. A., Herodotou, C., Nicolaidou, I., Redfors, A., Hansson, L., Schanze, S., Saballus, U., Papadouris, N. & Michael, G. (In Press). Adapting web‐based inquiry learning environments from one country to another: The CoReflect experience. In C. Bruguiere, P. Clement, and A. Tiberghien, 9th ESERA Conference Selected Contributions. Topics and trends in current science education. Springer.

Redfors, A., Hansson, L., Kyza, E. A., Nicolaidou, I., Asher, I., Tabak, I., Papadouris, N. & Avraam, C. (In Press). CoReflect –web‐based inquiry learning environments on socio‐scientific issues. In C. Bruguiere, P. Clement, and A. Tiberghien, 9th ESERA Conference Selected Contributions. Topics and trends in current science education. Springer.

Herodotou, C., Kyza, E. A., Nicolaidou, I., Hadjichambis, A., Kafouris, D., & Terzian, F. (2011). The Development and Validation of the GMOAS, an Instrument Measuring Secondary School Students’ Attitudes Towards Genetically Modified Organisms. International Journal of Science Education, Part B, 1 17. 

Nicolaidou, I., Kyza, E. A., Terzian, F., Hadjichambis, A., & Kafouris, D. (2011). A framework for scaffolding students’ assessment of the credibility of evidence. Journal of Research in ScienceTeaching, 48(7), 711‐744. 

Nicolaidou, I., Kyza, E. A., Terzian, F., Hadjichambis, A., & Kafouris, D. (2010). Scaffolding students in evaluating the credibility of evidence using a reflective web‐based inquiry environment on Biotechnology. Proceedings of ICLS2010: Learning in the Disciplines Conference, Chicago, IL, USA, June 29‐July 2, 2010. [Long paper.]

Back to Projects

STOCHASMOS

Stochasmos (Kyza & Constantinou, 2010) is a web – based learning platform for supporting students’ scientific reasoning through scientifically authentic investigations with an embedded authoring tool. Teachers and other instructional designers can use this system to design their own web – based investigations with reflective supports. The STOCHASMOS platform is available in English, Greek, Arabic, Dutch, German, Hebrew, and Swedish. The platform was the main product of the STOCHASMOS project which investigated the role of new technologies in supporting middle-school students’ reflective inquiry practices in science and, in specific, the role of technology-based supports in scaffolding students’ reasoning with scientific data. The research part of the project examined the interactions of the students with the web-based environment following a mixed-methods approach.

Find out information about STOCHASMOS here.

Focus: Development of STOCHASMOS web-based platform for the development of inquiry-based learning environents

Funding: European-funded project

Status: Completed

Related Publications

Kyza, E. A., Constantinou, C. P., & Spanoudis, G. (2011). Sixth graders’ conceptual understanding of iotic and abiotic factors during a disturbance in an ecosystem. International Journal of Science Education. 

Kyza, E. A., Michael, G., & Constantinou, C. P. (2011). The design and investigation of a web based synchronous and asynchronous peer feedback mechanism. Proceedings of the 9th International Conference on Computer Supported Collaborative Learning, University of Hong Kong, Hong Kong, China, (July 4‐8, 2011). [Short paper.]

Michael, G., Papadouris, N., Kyza, E. A., & Constantinou, C. P. (2010). Developing and evaluating a web‐based learning environment for helping 6th grade students appreciate subjectivity and uncertainty in science. Proceedings of ICLS2010: Learning in the Disciplines Conference, Chicago, IL, USA, June 29‐July 2, 2010 [Poster].

Kyza, E. A. (2009). Middle‐School Students’ Reasoning About Alternative Hypotheses in a Scaffolded, Software‐Based Inquiry Investigation. Cognition and Instruction, 27(4), 277‐311. 

Spanoudis, G. & Kyza, E.A. (2009). Integrating knowledge of cognitive system and e‐learning applications. In C., Mourlas, N., Tsianos, & P. Germanakos (Eds.), Cognitive and Emotional Processes in Web‐based Education: Integrating Human Factors and Personalization, Advances in Web‐Based Learning Book Series. (pp.72‐85). Hershey, PA: IGI Global Publishing.

Kyza, E. A. & Constantinou, C. P. (2008). A design‐based approach to professional development: the need to see teachers as learners to achieve excellence in inquiry‐based science education. In Zumbach, J.; Schwartz, N.; Seufert, T.; Kester, L. (Eds.) “Beyond Knowledge: the Legacy of Competence Meaningful Computer‐based Learning Environments”. (pp.173‐181). Springer.

Kyza, E. A. (2008). Promises, Challenges, and Realities of a Design‐based Approach to e‐Portfolios. Proceedings of the 7th European Conference on E‐Learning (ECEL 2008), Grecian Bay Hotel, Ayia Napa, Cyprus, 6‐7 November 2008.

Kyza, E. A. & Constantinou, C. P. (2007). Web‐based platforms for learning in science education. In CIT in Primary Science: A Handbook for Teachers, Cyprus Ministry of Education and Culture, Nicosia, 2007. [In Greek.]

Kyza, E. A., Michael, G., & Constantinou, C. P. (2007). The rationale, design, and implementation of a web‐based inquiry learning environment. In Zacharia, Z. C. & Constantinou, C. P., (Eds.) Proceedings of the 8th International Conference on Computer‐based learning in Science. Crete, Greece.

Ioannou, A. S., Constantinou, C. P., Papadouris, N., & Kyza, E. A. (2007). Development and assessment of web based curriculum materials for decision‐making about socio‐scientific issues: the example of trace chemicals in drinking water. In Zacharia, Z. C. & Constantinou, C. P., (Eds.) Proceedings of the 8th International Conference on Computer‐based learning in Science. Crete, Greece.

Back to Projects