Panagiotis Pantidos

• Sc. in Physics, Department of Physics, University of Patras, 1997.
• A. in “Theory and Praxis in Teaching and Evaluation”, Department of Philosophy, Pedagogy & Psychology, National and Kapodistrian University of Athens, 2001.
• D. in science education, Department of Educational Sciences and Early Childhood Education, University of Patras, 2008.

Research interests

• Scientific knowledge representation
• Semiotics of science teaching and learning
• Embodied learning in science education
• Narration and meaning making process in teaching science

Courses and Seminars

• Science in early childhood education
• Semiotics of science teaching
• Science education

Selected Publications

• Pantidos, P. (ed.) (2019). The role of science in early childhood education. New Technologies Publications, Athens. (in Greek)
• Pantidos, P. (2019). Epistemic, cognitive and semiotic significations in science teaching: the case of sound. European Journal of Education Studies, 6(4), 210-231.
• Herakleioti, E., Pantidos, P., & Birbili, M. (2018). The role of human body in transfer of knowledge: the phenomenon of shadow formation in early childhood education. In D. Stavrou, A. Michailidis, & A. Kokolakis (eds.). Conference Proceedings of 10^th Panhellenic conference on science and ICT education, 222-229. (in Greek)
• Chachlioutiaki, M.-E., Pantidos, P., & Herakleioti, E. (2018). Speech, drawings and gestures: analyzing children’s responses about the phenomenon of earthquakes. In M. Kalogiannakis (ed.) Science in early childhood education – contemporary trends and prospects, Gutenberg, Athens, 117-134. (in Greek)
• Pantidos, P. (2017). Narrating science in the classroom: the role of semiotic resources in evoking imaginative thinking. Journal of Science Teacher Education, 28(4), 388-401.
• Pantidos,, Herakleioti, E., & Chachlioutaki, M. E. (2017). Reanalysing children’s responses on shadow formation: a comparative approach to bodily expressions and verbal discourse. International Journal of Science Education, 39(18), 2508-2527.
• Chachlioutaki, M. E., Pantidos, P., & Kampeza, M. (2016). Changing semiotic modes indicates the introduction of new elements in children’s reasoning: the case of earthquakes. Educational Journal of the University of Patras UNESCO Chair, 3(2), 198-208.
• Herakleioti, E. & Pantidos, P. (2016). The contribution of the human body in young children’s explanations about shadow formation. Research in Science Education, 46(1), 21-42.
• Kokka, Z. & Pantidos, P. (2016). Young children investigate the concept of torque. In V. Tselfes (ed.) Preschool age: science in the educational relationships between students and teachers, Artemis Petropoulou Publications, Athens, 119-135.
• Givry, D. & Pantidos, P. (2015). Ambiguities in representing the concept of energy: a semiotic approach. Review of Science, Mathematics and ICT Education, 9(2), 41-64.
• Pantidos, P., Ravanis, K., Valakas, K., & Vitoratos, E. (2014). Incorporating poeticality into the teaching of physics. Science & Education, 23(3), 621-642.
• Pantidos, P., Valakas, K., Vitoratos, V. & Ravanis, K. (2010). The materiality of narrative spaces: a theatre semiotics perspective into the teaching of physics. Semiotica, 182-1/4, 305-325.
• Pantidos, P., Valakas, K., Vitoratos, E. & Ravanis, K. (2008). Towards applied semiotics: an analysis of iconic gestural signs regarding physics teaching in the light of theatre Semiotica, 172-1/4, 201-231.