Journal of Mathematics and Science Teacher

• Alasadi, E. A., & Baiz, C. R. (2023). Generative AI in education and research: Opportunities, concerns, and solutions. Journal of Chemical Education, 100(8), 2965-2971. https://doi.org/10.1021/acs.jchemed.3c00323
• Albion, P. R., & Spence, K. G. (2013). Primary connections in a provincial Queensland school system: Relationships to science teaching self-efficacy and practices. International Journal of Environmental and Science Education, 8(3), 501-520.
• Asilevi, M.N., Kärkkäinen, S., Sormunen, K., & Havu-Nuutinen, S. (2024). A comparison of science learning skills in the teacher-centered approach and inquiry-based science fieldwork: Primary school students’ perceptions. International Journal of Education in Mathematics, Science, and Technology, 12(1), 1-19. https://doi.org/10.46328/ijemst.3146
• Athanatou, Maria (2023). Un plan de toma de decisiones basado en datos en función de las áreas de DigCompOrg en una escuela primaria en Grecia [A data driven decision making plan based on DigCompOrg areas for improvement in a primary school in Greece]. Servicio de Publicaciones de la Universidad de Murcia. https://core.ac.uk/download/588775782.pdf
• Bondie, R. S., Dahnke, C., & Zusho, A. (2019). How does changing “one-size-fits-all” to differentiated instruction affect teaching? Review of Research in Education, 43(1), 336-362. https://doi.org/10.3102/0091732X18821130
• Bruneau, O., Heering, P., Grapí, P., & de Vittori, T. (Eds.). (2012). Innovative methods for science education: History of science, ICT and inquiry based science teaching. Frank & Timme GmbH.
• Chiu, H., & Duit, R. (2011). Globalization: Science education from an international perspective. Journal of Research in Science Teaching, 48(6), 553-566. https://doi.org/10.1002/tea.20427
• Chu, S. K. W., Reynolds, R. B., Tavares, N. J., Notari, M., & Lee, C. W. Y. (2021). 21^st century skills development through inquiry-based learning from theory to practice. Springer.
• Dwivedi, Y. K., Kshetri, N., Hughes, L., Slade, E. L., Jeyaraj, A., Kar, A. K., Baabdullah, A. M., Koohang, A., Raghavan, V., Ahuja, M., Albanna, H., Albashrawi, M. A., Al-Busaidi, A. S., Balakrishnan, J., Barlette, Y., Basu, S., Bose, I., Brooks, L., Buhalis, D., . . ., & Wright, R. (2023). Opinion paper: “So what if ChatGPT wrote it?” Multidisciplinary perspectives on opportunities, challenges and implications of generative conversational AI for research, practice and policy. International Journal of Information Management, 71, Article 102642. https://doi.org/10.1016/j.ijinfomgt.2023.102642
• Gikopoulou, O. (2017). The understanding of the model of microcosm in primary and secondary education. International Journal of Digital Society, 8(2), 1268-1277. https://doi.org/10.20533/ijds.2040.2570.2017.0156
• Gikopoulou, O. (2019). I epistimonikí/ekpaideftikí méthodos me dierévnisi kai o epistimonikós trópos sképsis–Mia érevna [The scientific/educational method with investigation and the scientific way of thinking–A survey]. In Proceedings of the 11^th Panhellenic Conference on the Teaching of Natural Sciences and New Technologies in Education.
• Howitt, C., & Roberts, P. (2024). Inquiry science for young children. In C. Campbell, & C. Howitt (Eds.), Science in early childhood (pp. 89-103). Cambridge University Press. https://doi.org/10.1017/9781009339766.008
• Kalkanis G. T. (2021). I epistimonikí-ekpaideftikí méthodos me dierévnisi kai kalés praktikés [The scientific-educational method with inquiry and good practices]. Research on Science and Technology Education, 1(1), 21-38. https://doi.org/10.12681/riste.27267
• Kapotis, E., & Kalkanis, G. (2016). Einstein’s elevator in class: A self-construction by students for the study of the equivalence principle. The Physics Teacher, 54(7), 404-407. https://doi.org/10.1119/1.4962774
• Karagiannidis, C., Karamatsouki, A., Chorozidis, G. (2022). Science education in Greece. In Science education in countries along the belt & road. Springer. https://doi.org/10.1007/978-981-16-6955-2_24
• Katsampoxaki-Hodgetts, K., Fouskaki, M., Siakavara, K., Moschochoritou, R., & Chaniotakis, N. (2015). Student and teacher perceptions of Inquiry based science education in secondary education in Greece. American Journal of Educational Research, 3(8), 968-976.
• Kotsis, K. T. (2024a). Integrating ChatGPT into the inquiry-based science curriculum for primary education. European Journal of Education and Pedagogy, 5(6), 28-34. https://doi.org/10.24018/ejedu.2024.5.6.891
• Kotsis, K. T. (2024b). Physics education in EU high schools: Knowledge, curriculum, and student understanding. European Journal of Contemporary Education and E-Learning, 2(4), 28-38. https://doi.org/10.59324/ejceel.2024.2(4).03
• Kotsis, K. T. (2024c). The significance of experiments in inquiry-based science teaching. European Journal of Education and Pedagogy, 5(2), 86-92. https://doi.org/10.24018/ejedu.2024.5.2.815
• Kotsis, K. T., & Tsiouri, E. (2024). The important role of the Greek experimental model schools for the new curricula in education. European Journal of Contemporary Education and E-Learning, 2(6), 44-60. https://doi.org/10.59324/ejceel.2024.2(6).03
• Kotsis, K. T., Gikopoulou, O., Patrinopoulos, M., Kapotis, E., & Kalkanis, G. (2023a). Designing the new science curricula for primary education in Greece. In S.-G. Soulis, M. Liakopoulou, & A. Galani (Eds.), Challenges and concerns in 21^st century education (pp. 101-116). Cambridge Scholars Publishing.
• Kotsis, K. T., Gikopoulou, O., Patrinopoulos, M., Mitzithras, K., Apostolakis, E., & Kalkanis, G. (2024). To néo prógramma spoudón fysikón dimotikoú [The new elementary school physics curriculum]. In Proceedings of the 13^th Panhellenic Conference on Science Teaching and New Technologies in Education (pp. 89-97). https://doi.org/10.12681/codiste.6811
• Kotsis, Κ. T., Patrinopoulos, M., Gikopoulou, O., Mitzithras, K., Apostolakis, Kapotis, E., & Kalkanis, G. T., (2023b). Oi proklíseis gia sýnchrona analytiká prográmmata spoudón fysikón epistimón sto dimotikó scholeío [The challenges for modern science curricula in primary school]. In S. G. Soulis, & M. Liakopoulou (Eds.), Proceedings of the International Scientific Conference “Education in the 21^st Century: Contemporary Challenges and Concerns” (pp. 1128-1143).
• Koulaidis, V., & Dimopoulos, K. (2022). The pedagogic discourse of the Greek school science textbooks of primary and lower secondary level. Pedagogical Trends in the Aegean, 4(1), 3-9. https://doi.org/10.12681/revmata.31054
• Mikhail, M., & Moresoli, C. (2024). Inquiry-based learning: A student-centric approach to engaging students in sustainability and life cycle thinking. In Proceedings of the Canadian Engineering Education Association. CEEA. https://doi.org/10.24908/pceea.2023.17104
• Molla, M. (2020). Our planetarium story. In Proceedings of the Europlanet Science Congress. https://doi.org/10.5194/epsc2020-1099
• Patrinopoulos, M., & Iatrou, P. (2019). Implementation of STEM tinkering approaches in primary school education in Greece. Sino-US English Teaching, 16(12), 510-516. https://doi.org/10.17265/1539-8072/2019.12.004
• Pedaste, M., Mäeots, M., Siiman, L. A., De Jong, T., Van Riesen, S. A., Kamp, E. T., Manoli, C. C., Zacharia, Z. C., & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47-61. https://doi.org/10.1016/j.edurev.2015.02.003
• Prince, M. J., & Felder, R. M. (2006). Inductive teaching and learning methods: Definitions, comparisons, and research bases. Journal of Engineering Education, 95(2), 123-138. https://doi.org/10.1002/j.2168-9830.2006.tb00884.x
• Qablan, A., Alkaabi, A. M., Aljanahi, M. H., & Almaamari, S. A. (2024). Inquiry-based learning: Encouraging exploration and curiosity in the classroom. In A. Abdallah, A. Alkaabi, & R. Al-Riyami (Eds.), Cutting-edge innovations in teaching, leadership, technology, and assessment (pp. 1-12). IGI Global Scientific Publishing. https://doi.org/10.4018/979-8-3693-0880-6.ch001
• Sam, R. (2024). Systematic review of inquiry-based learning: Assessing impact and best practices in education. F1000Research, 13, Article 1045. https://doi.org/10.12688/f1000research.155367.1
• Sasanti, W., Hamtasin, C., & Thongsuk, T. (2024). The effectiveness of inquiry-based learning to improve the analytical thinking skills of sixth-grade elementary school students. Anatolian Journal of Education, 9(1), 37-56. https://doi.org/10.29333/aje.2024.913a
• Savvidou, S., Konteos, G., Papaevangelou, O., Syndoukas, D., & Kalogiannidis, S. (2024). The role of information technology in managing the human resource development of educators in inclusion-based primary schools in Greece. International Journal of Education and Practice, 12(3), 632-653. https://doi.org/10.18488/61.v12i3.3745
• Sotiriou, S. A., & Bogner, F. X. (2015). A 2200-year old inquiry-based, hands-on experiment in today’s science classrooms. World Journal of Education, 5(2), 52-62. https://doi.org/10.5430/wje.v5n2p52
• Spyrtou, A., Lavonen, J., Zoupidis, A., Loukomies, A., Pnevmatikos, D., Juuti, K., & Kariotoglou, P. (2018). Transferring a teaching learning sequence between two different educational contexts: The case of Greece and Finland. International Journal of Science and Mathematics Education, 16, 443-463. https://doi.org/10.1007/s10763-016-9786-y
• Stefanidou, C., & Mandrikas, A. (2023). Science teaching at a distance in Greece: Students’ views. Education Sciences, 13(4), Article 395. https://doi.org/10.3390/educsci13040395
• Stefanidou, C., Mandrikas, A., Kyriakou, K., Stavrou, I., Boikos, I., & Skordoulis, C. (2024). Primary students’ views toward STEM education in Greece. Science Education International, 35(2), 85-91. https://doi.org/10.33828/sei.v35.i2.2
• Stylos, G., Christonasis, A., & Kotsis, K. T., (2023a). Pre-service primary teachers’ views about scientific inquiry. International Journal of Studies in Education and Science, 4(2), 100-112. https://doi.org/10.46328/ijres.66
• Stylos, G., Kamtsios, S., & Kotsis, K. T. (2022). Assessment of Greek pre-service primary teachers’ efficacy beliefs in physics teaching. Journal of Science Teacher Education, 34(1), 44-62. https://doi.org/10.1080/1046560X.2021.2023959
• Stylos, G., Siarka, O., & Kotsis, K. T. (2023b). Assessing Greek pre-service primary teachers’ scientific literacy. European Journal of Science and Mathematics Education, 11(2), 271-282. https://doi.org/10.30935/scimath/12637
• Trna, J., & Trnová, E. (2012). Inquiry-based science education in science and technology education as a connectivist method. In Proceedings of the 8^th International Conference on Education (pp. 831-837).
• Tsiouri, E., Tsichouridis, X., & Kotsis, K. T. (2024). Exploring the science curricula of 11-12 years old students in European countries. Proceedings of the 9^th International Conference on the Promotion of Educational Innovation (pp. 1020-1028).
• Tsoumanis, K. G., Stylos, G., & Kotsis, K. T. (2024). Pre-service teachers’ and primary students’ motivations and beliefs towards science. Interdisciplinary Journal of Environmental and Science Education, 20(3), Article e2408. https://doi.org/10.29333/ijese/14576
• Tsoumanis, K., Stylos G, & Kotsis K. T. (2023). A comparative study between Greek pre-service teachers and primary school students’ scientific literacy levels. Science Education International, 34(2), 121-131. https://doi.org/10.33828/sei.v34.i2.6
• Uzel, L., & Bilici, S. C. (2022). Engineering design-based activities: Investigation of middle school students’ problem solving and design skills. Journal of Turkish Science Education, 19(1), 163-179. https://doi.org/10.36681/tused.2022.116
• Wen, Y., Wu, L., He, S., Ng, N. H. E., Teo, B. C., Looi, C. K., & Cai, Y. (2023). Integrating augmented reality into inquiry-based learning approach in primary science classrooms. Educational Technology Research and Development, 71(4), 1631-1651. https://doi.org/10.1007/s11423-023-10235-y

APA

Kotsis, K. T., Gikopoulou, O., Patrinopoulos, M., Kapotis, E., & Kalkanis, G. T. (2025). The new Greek inquiry-based learning science curriculum for primary education. Journal of Mathematics and Science Teacher, 5(3), em083. https://doi.org/10.29333/mathsciteacher/16846

Vancouver

Kotsis KT, Gikopoulou O, Patrinopoulos M, Kapotis E, Kalkanis GT. The new Greek inquiry-based learning science curriculum for primary education. Journal of Mathematics and Science Teacher. 2025;5(3):em083. https://doi.org/10.29333/mathsciteacher/16846

AMA

Kotsis KT, Gikopoulou O, Patrinopoulos M, Kapotis E, Kalkanis GT. The new Greek inquiry-based learning science curriculum for primary education. Journal of Mathematics and Science Teacher. 2025;5(3), em083. https://doi.org/10.29333/mathsciteacher/16846

Chicago

Kotsis, Konstantinos T., Ourania Gikopoulou, Matthaios Patrinopoulos, Efstratios Kapotis, and George T. Kalkanis. "The new Greek inquiry-based learning science curriculum for primary education". Journal of Mathematics and Science Teacher 2025 5 no. 3 (2025): em083. https://doi.org/10.29333/mathsciteacher/16846

Harvard

Kotsis, K. T., Gikopoulou, O., Patrinopoulos, M., Kapotis, E., and Kalkanis, G. T. (2025). The new Greek inquiry-based learning science curriculum for primary education. Journal of Mathematics and Science Teacher, 5(3), em083. https://doi.org/10.29333/mathsciteacher/16846

MLA

Kotsis, Konstantinos T. et al. "The new Greek inquiry-based learning science curriculum for primary education". Journal of Mathematics and Science Teacher, vol. 5, no. 3, 2025, em083. https://doi.org/10.29333/mathsciteacher/16846