• Vassilis (Wassilis) Tselfes

    tselfesBasic Information:

    Title: Professor
    Area of Specialization: Physics and science education

    Contact details:

    Phone No: 210-3688528

    E-mail: tselfesv@ecd.uoa.gr


    Office hours:
    Contact address: National and Kapodistrian University of Athens, Faculty of Early Childhood Education, 13a Navarinou str. 10680 Athens, Greece.

     

    Academic information

    Education
    • Degree of Physics.
    • PHD in solid state physics.
    Research interests
    • Science education
    • Interdisciplinary didactical approaches
    Courses and Seminars Undergraduate

    • The evolution of scientific ideas
    • Concepts of the natural sciences I & II
    • Theatre applications and science education I & II
    • Science education
    Postgraduate

    • Science, Technology and Culture
    • Epistemology
    Selected Publications
     

    • Tselfes, W., Papastaikoudis C. & Rocofyllou E. (1980). Kondo scattering from Yb in Mg – Yb alloys. Solid State Communications, 33, 531-533. 
    • Tselfes, W., Papastaikoudis, C., Papathanasopoulos K. & Rocofyllou E. (1981). Phonon resistivity in Mg – Yb alloys. Physical Review B, 24, 3239-3244.
    • Tselfes, W., Flouda, E., Boukos N. & Papastaikoudis C. (1991). The Hall coefficient of Mg – Yb alloys. Physika B, 172, 405-408.
    • Seroglou, F., Koumaras P. & Tselfes, V. (1998). History of Science and Instructional Design: The case of Electromagnetism. Science and Education, 7, 261-280.
    • Leach, J., Millar, R., Sere, M-G., Niedderer, H., Paulsen, A-C. & Tselfes V. (1998). Students’ images of science as they relate to labwork learning. In Labwork in Science Education Project (PL95-2005), Brussels (και στοhttp://edu.leeds.ac.uk/projects/lis/ labwork.htm).
    • Kariotoglou, P., Psillos D. & Tselfes V. (2003). Modeling the evolution of a teaching -learning sequence: From discovery to constructivist approaches. In Psillos, D., Kariotoglou P., Tselfes, V., Fassoulopoulos, G., Hatzikraniotis. E., Kallery, M., (eds.) Science Education in the Knowledge Based Society. Kluwer Academic Publishers, The Netherlands, pp. 259 – 268.
    • Psillos, D.,  Kariotoflou, P., Tselfes, V., Fasoulopoulos, G.,  Hatzikraniotis, E. & Kallery, M. (eds). (2003). Science Education Research in the Knowledge Based Society.  NL: Kluwer Academic publishers.
    • Psillos, D., Tselfes,V. & Kariotoglou, P. (2004). An epistemological analysis of the evolution of didactical activities in teaching-learning sequences: the case of fluids. International Journal of Science Education, 26, 555-578.
    • Kouzelis, G., Pournari, M., Stoppler, M. & Tselfes, V. (eds). (2005). Knowledge in the new technologies. Frankfurt am Main: Peter Lang.
    • Stamovlasis, D. & Tselfes, V. (2005). Semantic representations and the dynamics of simple cognitive processes. In A. Russell, T. Honkela, K. Lagus & M. Pöllä (Eds). Proceedings of AMKLC’05, International Symposium on Adaptive Models of Knowledge, Language and Cognition, Finland, 58-61.
    • Tselfes, V., Kariotoglou, P. & Epsimos, G. (2005). Developing a three-pole framework for studying Science Curricula. In proceedings of ESERA ’05: Contributions of research to enhancing students’ interest in learning science, Barcelona: ESERA (ISBN 689-1129-1), 70-73.
    • Paroussi, A. & Tselfes, V. (2006). Crossing the Borders between Science and Shadow Theatre: the Case of Light (Part I). In N. Govas & N. Choleva (edrs), Theatre / Drama & Education: Creating New Roles for 21st Century. Proceedings of the 5th Athens International Theater and Drama Education Conference. Athens: Hellenic Theatre/Drama Education Network, 119-128.
    • Paroussi, A. & Tselfes, V. (2007). Crossing Cultural Borders between Science and Shadow Theatre: the Case of Light (Part II). In J. Shu & Ph. Chan (eds), Planting Trees of Drama with Global Vision in Local Knowledge: IDEA 2007 Dialogues, Hong Kong: IDEA Publications, 450-465.
    • Paroussi, A. & Tselfes, V. (2008). Shadow Theatre and Physics in Early Childhood Teachers’ Education. Education and Theatre (Special Edition), 9, 83-94.
    • Kallery, M., Psillos, D. and Tselfes, V. (2009). Typical Didactical Activities in the Greek Early-Years Science Classroom: Do they promote science learning? International Journal of Science Education, 31(9), 1187-1204.
    • Tselfes, V. & Paroussi, Α. (2009). Science and Theatre Education: A Cross-disciplinary Approach of Scientific Ideas Addressed to Student Teachers of Early Childhood Education. Science & Education, 18, 1115-1134.
    • Kariotoglou, P., Spyrtou, A. & Tselfes, V. (2009). How student – teachers understand distance force interactions in different contexts.Journal of Science and Mathematics Education. 7, 851-873.
    • Paroussi, A. & Tselfes, V. (2012). Early Childhood Education Student Teachers Cross the Cultural Borders between Science and Shadow Theatre: a Case Study of Pedagogical Content Knowledge development. Critical Science and Education (Kritiki), 12, 79-113.
    • Tselfes, V & Paroussi, A. (2012). Early Childhood Education Student Teachers Cross the Cultural Borders Between Science and Shadow Theatre. Proceedings of PIXEL International Conference: New Perspectives in Science Education, 195-199. Florence: Simonelli Editor Univercity Press.
    • Tselfes, V. & Paroussi, A. (2013). Theatrical representation of scientific ideas: a research and development project for teaching science.Atomium Culture Project. In elpais, 24 ore, Frankfurter Algemeine, ACEI.
    • Giallousi, M., Tselfes, V.,  & Gialamas, V. (2014). Using student teachers’ reports of self-efficacy to evaluate an early childhood science course.  Journal of Early Childhood Teacher Education, 35:4, 337-356.
    • Samanta, A., Psillos, D. & Tselfes, V. (2015). Integrating ICT in science teaching following professional development. In A. Berry & D. Couso (Edrs), In-service science teacher education, continued professional development, Proceedings of 11th Conference of the European Science Education Research Association (ESERA), Helsinky, Finland, 14, 2439-2444. http://www.esera.org/media/eBook%202015/eBook_Part_14_links.pdf
    • Kallery, M., Psillos, D. & Tselfes, V. (2017). Students’ experimental design activities: do they promote scientific thinking? In O. Finlayson & R. Pinto (edrs), Research, Practice and Collaboration in Science Education. Proceedings of the ESERA 2017 Conference, 92-99, Dublin: ESERA.
    • Tomara, M., Tselfes, V. & Gouscos, D. (2017). Instructional strategies to promote conceptual change about force and motion: A review of the literature. Themes in Science & Technology Education, 10(1), 1-16.
    • Paroussi, A. & Tselfes, V. (2018). The relation of the dynamics of Theatre to the dynamics of Educational structures. Education& Theatre, 19, 66-75.
    • Tselfes, V. & Paroussi, A. (2019). Bridging the theory – experience gap: an educational approach of epistemological issues through theatrical expression. In P. Giannouli & M. Koukounaras-Liagkis (Eds.), Theatre/Drama and Performing Arts in Education: Utopia or necessity? Athens, Greece: Hellenic Theatre/Drama & Education Network, 331-337.
    • Paroussi, A. & Tselfes, V. (2019). A theatrical representation of abstract ideas: the case of “time”. In P. Giannouli & M. Koukounaras-Liagkis (Eds.), Theatre/Drama and Performing Arts in Education: Utopia or necessity? Athens, Greece: Hellenic Theatre/Drama & Education Network, 324-330.
    • Giannoulatou, I-D., Paroussi, A. & Tselfes, V. (2019). Theories about light for sale: an installation representing theoretical concepts. In P. Giannouli & M. Koukounaras-Liagkis (Eds.), Theatre/Drama and Performing Arts in Education: Utopia or necessity? Athens, Greece: Hellenic Theatre/Drama & Education Network, 274-281.
    • Lenakakis, A., Paroussi, A. & Tselfes, V. (2019). Institutional and cultural schemes that describe the changing presence of puppet theatre in the educational field of Greek Nursey Schools. Mentoras, 16: 48-94, http://www.iep.edu.gr/library/images/uploads/psifiako_yliko/mentoras/issue16/2019-05-02_Mentor16__Β.pdf, (in Greek).
    • Tselfes, V. (2020). A Pilot Application of Educational Materials for the Natural Sciences in the Project for the Education of Muslim Minority Children in Thrace. In E. Skourtou, V. Kourtis-Kazoullis, T. Aravossitas, P.P. Trifonas (Eds.), Language Diversity in Greece. Local Challenges with International Implications, Springer, 143-153.
    • Paroussi, A., Lenakakis, A. & Tselfes, V. (2021). Contemporary trends in Greek puppetry. Detecting their informal educational characteristics. In A. Paroussi & A. Lenakakis (Eds.), Contemporary trends in Greek puppetry. An informal form of education? 426-441. Department of Early Childhood Education (DECE)- NKUA, https://www.ecd.uoa.gr/wp-content/uploads/2016/06/Σύγχρονες-τάσεις-στο-ελληνικό-κουκλοθέατρο.-Μια-άτυπη-μορφή-εκπαίδευσης-ΕΚΠΑ-2021.pdf, (in Greek).
    • Zoupidis, A., Tselfes, V. & Kariotoglou, P. (2021): Pre- service early childhood teachers’ beliefs that influence their intention to use inquiry-based learning methods, International Journal of Early Years Education, DOI: 10.1080/09669760.2021.1890552
    • Riga, V. & Tselfes, V. (2021). Theatre in university teacher education: a balance between innovative currents and institutional inertia. In A. Paroussi & A. Lenakakis (Eds.), Contemporary trends in Greek puppetry. An informal form of education? 106-141. Department of Early Childhood Education (DECE), NKUA, https://www.ecd.uoa.gr/wp-content/uploads/2016/06/Σύγχρονες-τάσεις-στο-ελληνικό-κουκλοθέατρο.-Μια-άτυπη-μορφή-εκπαίδευσης-ΕΚΠΑ-2021.pdf, (in Greek).