Ioannis Starakis

• University of Athens, School of Education, Pedagogical department, 1999,
• University of Athens, School of Education, Pedagogical department, M.A in Science Education, 2002,
• University of Athens, School of Education, Pedagogical department, Phd in Science Education under the title: « Design, implementation and evaluation of a teaching and learning sequence, concerning phenomena which are connected to the solar-terrestrial-lunar system’s related movements, in primary education», 2014.

Research interests

• Ways of transforming science content into school knowledge,
• Design of teaching-learning sequences on several areas of science,
• Teacher training in Science Education,
• Human body as a means of learning in Science Education.

Courses and Seminars

• The Role of the Experiment in Science Education
• Science Education
• Natural Science ΙΙ

Selected Publications

• Starakis, Ι. & Halkia, K. (2019). The use of bodily modelling as an investigative tool in teaching Moon’s apparent movement. 11th PanHellenic Conference of Science Education and New Technologies in Education, April 19-21 2019, Florina. (In Press) (In Greek)
• Starakis, Ι. & Halkia, K. (2017). Didactic approach of solar-terrestrial-lunar system’s related movements in primary education. 10th PanHellenic Conference of Science Education and New Technologies in Education (co-ed D. Staurou, A. Michailidi, A. Kokolaki), April 7-9 2017, Rethymno pp. 741-748. (In Greek)
• Starakis, Ι. & Halkia, K. (2015). Didactic approach of seasons in primary education. 9th PanHellenic Conference of Science Education and New Technologies in Education, (co-ed D. Psillos, A. Molochides, M. Callery), May 8-10 2015, Thessaloniki, pp. 287-295. (In Greek)
• Starakis, Ι. & Halkia, K. (2014). Addressing k5 students’ and preservice elementary teachers’ conceptions of seasonal change. Phγsics Education, 49(2), 231-239.
• Halkia, K. & Starakis, Ι. (2014). Design, implementation and evaluation οf a teaching and learning sequence concerning the mοοn’s apparent movement, Ιn C. Ρ. Constantinou, Ν. Papadouris & Α. Hadjigeorgiou (Εds.), E-Book Proceedings of the ESERA 2013 Conference: Science Education Research For Evidence-based Teaching and Coherence ίn Learning. Part 16 (cο-ed. Petros Kariotoglou, Terence Russell), (pp. 34-43) Nicosia, Cyprus: European Science Education Research Association. ΙSΒΝ: 978-9963-700-77-6
• Starakis, Ι. & Halkia, K. (2010). Primary School Students’ Ideas Concerning the Apparent Movement of the Μοοn. Astronomy Education Review, 9(1). 101-109.
• Starakis, Ι. & Halkia, K.  (2010). “Distance dependence” or “Angle of sun rays lncidence Dependence”? The design of an Experimental Device for Teaching about Seasonal Change. 7th International Conference Hands-on science, Bridging the Science and Society gap, JuΙy 25-31 2010, Rethymnon, Greece. Proceedings of the 7th internatiοnal Conference on Hands-on Science. Μ. Kalogiannakis, D. Stavrou & Ρ.Michaelidis (Eds.) pp. 200-204.
• Starakis, Ι. & Halkia, K.  (2010). Why is it hotter in Summer than in Winter? K-5 Students and Pre-service Elementary Teachers’ Conceptions of Seasonal Change. Socio-cultural and Human Values in Science and Technology Education. Proceedings of the XIV Symposium of the International Organization for Science and Technology Education (IOSTE). IRI UL, Institute for Innovation and Development of University of Ljubljana (ISBN 978-961-92882-1-4).
• Starakis, Ι. (2008). Role-Play as a means of learning in science education. Diavazo, 482, pp. 143-148. (In Greek)
• Starakis, Ι., Kokkotas P. (2003). The contribution of Drama to the study of the history of science. Critical view of modern trends. 2nd PanHellenic Conference for the Contribution of History and Philosophy of Science in Science Education (co-ed K. Skordoulis, K. Halkia), May 8-11 2003, Athens, pp. 474-477. (In Greek)