Marida Ergazaki
Marida Ergazaki
Associate Professor of Biology Didactics, University of Patras
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Cited by
Cited by
Comparing computer-supported dynamic modeling and ‘paper & pencil’concept mapping technique in students’ collaborative activity
V Komis, M Ergazaki, V Zogza
Computers & Education 49 (4), 991-1017, 2007
From “forest fires” and “hunting” to disturbing “habitats” and “food chains”: Do young children come up with any ecological interpretations of human interventions within a forest?
M Ergazaki, E Andriotou
Research in Science Education 40, 187-201, 2010
Students’ reasoning about the future of disturbed or protected ecosystems & the idea of the ‘balance of nature’
M Ergazaki, G Ampatzidis
Research in Science Education 42, 511-530, 2012
From young children’s ideas about germs to ideas shaping a learning environment
M Ergazaki, K Saltapida, V Zogza
Research in Science Education 40, 699-715, 2010
How does the model of Inquiry-Based Science Education work in the kindergarten: The case of biology
M ErgaZaki, V ZogZa
Review of Science, mathematics and ICT Education 7 (2), 73-97, 2013
High‐school students’ reasoning while constructing plant growth models in a computer‐supported educational environment
M Ergazaki, V Komis, V Zogza
International Journal of Science Education 27 (8), 909-933, 2005
From preschoolers’ ideas about decomposition, domestic garbage fate and recycling to the objectives of a constructivist learning environment in this context
M Ergazaki, V Zogza, A Grekou
Review of Science, Mathematics and ICT education 3 (1), 99-121, 2009
Analysing students' shared activity while modeling a biological process in a computer‐supported educational environment
M Ergazaki, V Zogza, V Komis
Journal of Computer Assisted Learning 23 (2), 158-168, 2007
Introducing a precursor model of inheritance to young children
M Ergazaki, E Valanidou, MC Kasimati, M Kalantzi
International Journal of Science Education 37 (18), 3118-3142, 2015
Exploring lake ecology in a computer-supported learning environment
M Ergazaki, V Zogza
Journal of Biological Education 42 (2), 90-94, 2008
Students’ views about their participation in a philosophy program
R Gasparatou, M Ergazaki
Creative Education 6 (8), 726-737, 2015
Young children’s reasoning about physical & behavioural family resemblance: Is there a place for a precursor model of inheritance?
M Ergazaki, A Alexaki, C Papadopoulou, M Kalpakiori
Science & Education 23, 303-323, 2014
From a causal question to stating and testing hypotheses: Exploring the discursive activity of biology students
M Ergazaki, V Zogza
Research and the quality of science education, 407-417, 2005
Inquiry-based science education: Theory and praxis
V ZogZa, M ErgaZaki
Review of Science, Mathematics and ICT Education 7 (2), 3-8, 2013
Challenging students’ belief in the ‘balance of nature’idea: The emergence of a design theory
G Ampatzidis, M Ergazaki
Science & Education 27, 895-919, 2018
Biology and young children
M Ergazaki
Teaching biology in schools, 22-34, 2018
Towards a learning environment for challenging the idea of the balanced nature: Insights from the first cycle of research
G Ampatzidis, M Ergazaki
E-book proceedings of the ESERA 2013 conference: Science education research …, 2014
Toward an “Anti‐Balance of Nature” Learning Environment for Non‐Biology Major Students: Learning Objectives and Design Criteria
G Ampatzidis, M Ergazaki
Natural Sciences Education 46 (1), 1-10, 2017
Researching individual and collaborative pair learning in primary school students using digital knowledge maps for science education
AK Koufou, MI Ergazaki, VI Komis, VP Zogza
Digital knowledge maps in education: Technology-enhanced support for …, 2014
Can the idea of the ‘balanced nature’be challenged? Students’ reasoning about disturbed and protected ecosystems after a teaching intervention and one year later
G Ampatzidis, M Ergazaki
Challenges in biology education research 20, 36, 2018
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