Education

Academic Positions

Professional Awards and Honours

President, European Association for Research on Learning and Instruction (EARLI), 1995-1997; Organiser and Chair of the 7^th EARLI Conference (Athens 30, 1997): Advisor to the European Parliament in the framework of the Scientific and Technical Options Assessment Programme (STOA), 1996-1997: Member of  Executive Board of the International Association of Applied Psychology (IAAP), Division of Educational and School Psychology (1994-1998): Chair, International Relations Committee, American Educational Research Association (AERA) (1993-1995): Member, Advisory panel of the European Science Foundation, Program on ''Learning in  Humans and Machines''(1990-1993),  and participant in this program as a senior scientist (1990-1998): Ad Hoc Member of the Scientific Advisory Board of the Max Plank Institute for Human Development, Berlin, (1997): Member of the Electorate Committee of the University of Cyprus, School of Education, (1993-1996): Representative of Greece to the OECD Program for International Student Assessment (PISA), (from 1997 to 2001: Expert to the OECD / PISA Program on the Problem Solving; Member of the International Academy of Education (1998-present); Member of the Board of the Center for Educational Research, Greek Ministry of Education (1997- 2001), President, Interdisciplinary Program in Basic and Applied Cognitive Science, University of Athens, Greece (1998 - present).

Associate Editor of Learning and Instruction, 1989-1993: Current Member of the editorial board of Learning and Instruction, the European Journal of Psychology of Education, Educational Research and Evaluation, Metaphor and Symbolic Activity, Psychological Issues (in Greek), Psychology (in Greek) and Themes in Education. One of the four editors of the Elsevier Series ''Advances in Learning and Instruction''. Editor in chief of a series of books in Psychology by Gutenberg press in the Greek language (about 14 books published so far).

Invited Speaker at the conferences of the International Association of Applied Psychology, European Association for Research on Learning and Instruction, Society for Research in Child Development, European Science Education Research Association, European Congress of Psychology, International Conference on Science Education (Hungary, in relation to the UNESCO-ICSU World Conference), European Society for Research in Chemical Education. Organizer of the NATO Advanced Study Institute Psychological and Educational Foundations of Technology-Based Learning Environments and participant in many Advanced Study Workshops in Germany, Belgium, France and the US. Invited talks at many Universities and Research Centers, including Carnegie Mellon University, University of Chicago, University of Michigan, University of Illinois, Harvard Smithsonian Center for Astrophysics, Bolt, Beranek and Newman, University of Tubingen, University of Warsaw, University of Padova, University of Leuven, University of Gothenberg, University of London, Homi Bhabha Center for Science Education in Bombay, India, University of Tokyo, University of Szeged, Hungarian Academy of Science, University of Tel Aviv, etc. 

Articles translated in Japanese, Portuguese, Polish, and Greek 

Recipient of grants from the US National Science Foundation, European Science Foundation, European Parliament, Scientific Division of NATO, US Office of Educational Research, Greek General Secretariat for Research and Technology, Training through Mobility for Research, University of Athens, etc. 

Citations

1003 citations in her name.

Selected Publications

Books  (in English)

(In Greek)

Articles (over 100 articles published in English and Greek- the following are some examples)

Vosniadou, S., (2007). The cognitive-situative divide and the problem of conceptual change, Educational Psychologist, 42(1), 55-66. (You can see this article here in pdf format)

Skopeliti, I. & Vosniadou, S., (2007). Reasoning with External Representations in Elementary Astronomy. In S. Vosniadou, D. Kayser, & A. Protopapas (Eds.) Proceedings of EuroCogSci07, the European Cognitive Science Conference, pp. 244-249, Delphi, Greece. (You can see this article here in pdf format)

Stathopoulou, Ch. & Vosniadou, S. (2007). Exploring the Relationship between Physics Related Epistemological Beliefs and Physics Understanding. Journal of Educational Psychology. (You can see this article here in pdf format)

Stathopoulou, C. & Vosniadou, S., (2007). A role for Personal Epistemology in Conceptual Change in Physics. In S. Vosniadou, D. Kayser, & A. Protopapas (Eds.) Proceedings of EuroCogSci07, the European Cognitive Science Conference, Delphi, Greece, pp. 155-160.

Stathopoulou, C., & Vosniadou, S. (2007). Conceptual Change in Physics and Physics Related Epistemological Beliefs: A Relationship Under Scrutiny. In S., Vosniadou, A., Baltas & X., Vamvakoussi, (Eds.), Re-Framing the Conceptual Change Approach in Learning and Instruction. Advances in Learning and Instruction Series, Elsevier Press. pp.145-165. (You can see this article here in pdf format)

Christou, K.P., Vosniadou, S. & Vamvakoussi, X. (2007). Students' Interpretations of Literal Symbols in Algebra. In Vosniadou, S., Baltas, A. & Vamvakoussi, X., (Eds.), Re-Framing the Conceptual Change Approach in Learning and Instruction. Advances in Learning and Instruction Series, Oxford : Elsevier Press . pp.283-297. (You can see this article here in pdf format)

Vosniadou, S. , & Kyriakopoulou, N. (2006). The Problem of Metaconceptual Awareness in Theory Revision. In R. Sun & N. Miyake (Eds.) Proceedings of the 28th Annual Conference of the Cognitive Science Society, Vancouver , Canada . Pp. 2329-2334. (You can see this article here in pdf format)

Skopeliti, I. & Vosniadou, S. (2006). The Influence of Refutational Text on Children's Ideas about the Earth. Poster submitted for publication in the Proceedings of the 28th Annual Conference of the Cognitive Society, Vancouver, BC Canada. (You can see this article here in pdf format)

Ikospentaki, K., Vosniadou, S., & Skopeliti, I. (2006). The Development of Knowledge about the Earth and the Day/Night Cycle in Blind and Sighted Children. Poster submitted for publication in the Proceedings of the 28th Annual Conference of the Cognitive Society, Vancouver, BC Canada. (You can see this article here in pdf format).........

Vosniadou, S. & Vamvakoussi, X. (2005). Examining mathematics learning from a conceptual change point of view: Implications for the design of learning environments. To appear in L. Verschaffel, F. Dochy, M. Boekaerts and S.Vosniadou (Eds.), Instructional psychology: Past, present and future trends -Fifteen essays in honour of Erik De Corte. Advances in Learning and Instruction Series, Elsevier. (You can see this article here in pdf format)

Vamvakoussi, X. & Vosniadou, S. (2005). How many numbers in an interval? Presuppositions, synthetics models and the effect of the number line. To appear in S. Vosniadou, A. Baltas, & X. Vamvakoussi (Eds.), Re-framing the conceptual change approach in learning and instruction. Advances in Learning and Instruction Series, Elsevier. (You can see this article here in pdf format)

Vosniadou, S., & Skopeliti, I. (2005). Developmental Shifts in Children's Categorizations of the Earth. In B. G. Bara, L. Barsalou, & M. Bucciarelli (Eds.),Proceedings of the XXVII Annual Conference of the Cognitive Science Society , Italy . pp. 2325-2330. (You can see this article here in pdf format)

Vosniadou, S., Skopeliti, I. & Ikospentaki, K. (2005). Reconsidering the Role of Artifacts in Reasoning: Children's Understanding of the Globe as a Model of the Earth, Learning and Instruction, 15, pp. 333-351. (You can see this article here in pdf format)

Vosniadou, S., Pagondiotis, C., & Deligyianni, M. (2005). From the Pragmatics of Classification Systems to the Metaphysics of Concepts. The Journal of the Learning Sciences, 14(1), 115-125.

Vosniadou, S. & Verschaffel, L. (2004) Extending the Conceptual Change Approach to Mathematics Learning and Teaching. In L., Verschaffel and S. Vosniadou (Guest Editors), Conceptual Change in Mathematics Learning and Teaching, Special Issue of Learning and Instruction, 14, 5, 445-451 (You can see this article here in pdf format)

Vamvakoussi, X. & Vosniadou, S. (2004). Understanding the structure of rational numbers: A conceptual change approach. Στο L. Verschaffel και S. Vosniadou (Eds.), Conceptual Change in Mathematics Learning and Teaching, Special Issue of Learning and Instruction, 14, pp.453-467. (You can see this article here in pdf format)

Stafylidou, S. & Vosniadou, S. (2004). The Development of Students' Understanding of the Numerical Value of Fractions. Στο L. Verschaffel και S. Vosniadou (Εds.), Conceptual Change in Mathematics Learning and Teaching, Special Issue of Learning and Instruction, 14, pp.503-518. (You can see this article here in pdf format)

Vosniadou, S., Skopeliti, I. & Ikospentaki K. (2004). Modes of Knowing and Ways of Reasoning in Elementary Astronomy. Cognitive Development, 19, pp. 203-222. (You can see this article here in pdf format)

Vosniadou, S. & Kollias, V. (2003). Using Collaborative, Computer-Supported, Model Building to Promote Conceptual Change in Science. In E. De Corte, L. Verschaffel, N. Entwistel and J. Van Merrienboer (Eds) Powerful learning environments: Unravelling basic components and dimensions. Advances in Learning and Instruction, Elsevier Press. (You can see this article here in pdf format)

Vosniadou, S., (2002). Exploring the Relationships between Conceptual Change and Intentional Learning. In G.M. Sinatra and P.R. Pintrich (Eds). Intentional Conceptual Change. Mahwah, NJ: Lawrence Erlbaum Associates, Inc. (You can see this article here in pdf format)

Vosniadou, S. (2002). Mental Models in Conceptual Development. In L. Magnani & N. Nersessian Model-Based Reasoning: Science, Technology, Values, New York: Kluwer Academic Press. (Greek & English version in pdf format)

Vosniadou, S. (2002). On the Nature of Naive Physics In M. Limon and L. Mason (Eds.), Reconsidering the Processes of Conceptual Change . Kluwer Academic Publishers, 61-76.

Vosniadou S., and Kollias, V. (2001).  Information and Communication Technology and the Problem of Teacher Training: Myths, Dreams and the Harsh Reality. Themes in Education, 2 (4), 341-365. (You can see this article here in pdf format)

Ioannides, C., & Vosniadou, S. (2001).   The changing meanings of force. Cognitive Science Quarterly, 2 (1), 5-62. (You can see this article here in pdf format)

Vosniadou, S., Ioannides, C., Dimitrakopoulou, A., Papademetriou, F. (2001). Designing Learning Environments to Promote Conceptual Change in Science. (You can see this article here in pdf format)

Ioannides, Ch., Vosniadou, S. (2001). The Changing Meanings of Force, Cognitive Science Quaterly, 2 (1), 5-62. (You can see this article here in pdf format)

Vosniadou, S. (1999) From conceptual development to science education, International Journal of Science Education.

Vosniadou, S. (1999). Conceptual Change Research: State of the Art and Future Directions. In W. Schnotz, S. Vosniadou, & M. Carretero (Eds.) New Perspectives on Conceptual Change, Elsevier Science, 3-13.

Vosniadou, S., & Ioannides, C. (1998).From Conceptual Development to Science Education: A Psychological Point of View. International Journal of Science Education, Vol. 20, 10, 1213-1230. (You can see this article here in pdf format)

Samarapungavan, A., Vosniadou, S., & Brewer, W.F. (1998). Mental Models of the Earth, Sun and the Moon: Indian Children's Cosmologies. Cognitive Development, 11, 491-521. (You can see this article here in pdf format)

Vosniadou, S. (1997) The development of the understanding of abstract ideas, in Kjell Harnqvist & Arnold Burgen (Eds.) Growing up with Science, Jessica Kingsley Publishers

Diakidoy, I. A., Vosniadou, S., & Hawks, J.D. (1997). Conceptual Change in Astronomy: Models of the Earth and of the Day/Night Cycle in American-Indian Children. In S. Vosniadou & W. Schnotz (Eds.) Advances in Conceptual Change Research,Special Issue of the European Journal of Psychology of Education, Vol. XII, Number 2, 159-184.

Vosniadou, S. (1996). Towards a Revised Cognitive Psychology for New Advances in Learning and Instruction, Learning and Instruction, 6,2, pp. 95-109. (You can see this article here in pdf format)

Morik, K. , & Vosniadou, S. (1995). A Developmental Case Study on Sequential Learning: The Day-Night Cycle. In P. Reiman and H. Spada (Eds.) Learning in Humans and Machines: Towards an Interdisciplinary Learning Science. Pergamon, 212-227.

Vosniadou, S. (Ed.). (1994). Capturing and Modeling the Process of Conceptual Change. In S. Vosniadou (Guest Editor), Special Issue on Conceptual Change, Learning and Instruction, 4, 45-69. (You can see this article here in pdf format)

Vosniadou, S. (1994). Universal and Culture-Specific Properties of Children's Mental Models of the Earth. In L. Hirschfeld & S. Gelman (Eds.), Mapping the mind. New York : Cambridge University Press, 412-430.

Vosniadou, S. & Brewer, W.F. (1994). Mental models of the day/night cycle.  Cognitive Science, 18, 123-184. (You can see this article here in pdf format)

Vosniadou, S. (1993). Knowledge organisation and representation. International Encyclopaedia of Education. London: Pergamon Press.

Vosniadou, S. (1993). Universal and culture-specific properties of children's mental models of the earth. In Hirschfeld, D. & Gelman, S. (Eds.). Mapping the mind. New York: Cambridge University Press.

Vosniadou, S., & Brewer, W. F. (1993). Constraints on Knowledge Acquisition: Evidence from Children's Models of the Earth and of the Day/Night Cycle. Proceedings of the Fifteenth Annual Conference of the Cognitive Science Society, Hillsdale , NJ : Erlbaum, 1052-1057.

Vosniadou, S. & Brewer, W.F. (1992). Mental models of the earth: A study of conceptual change in childhood.  Cognitive Psychology, 24, 535-585. (You can see this article here in pdf format)

Vosniadou, S. (1992). Knowledge acquisition and conceptual change. Applied Psychology: An International Review, 41(4), 347-357.

Vosniadou, S. (1991). Computer-based learning environments and the problem of conceptual change. In E. De Corte, M. Linn, H. Mandl, L. Verschaftel (Eds.), Computer-based learning environments and problem solving. Heidelberg: Springer-Verlag.

Vosniadou, S. (1991). Designing curricula for conceptual restructuring: Lessons from the study of knowledge   acquisition in astronomy. Journal of Curriculum Studies, 23(3), 219-237. (You can see this article here in pdf format)

Vosniadou, S. (1990). Conceptual development in astronomy. In S. M. Glynn, R. H. Yeany, & B.K. Britton (Eds.), The psychology of learning science (pp. 144-175). Hillsdale, NJ: Erlbaum.

Vosniadou, S. & Brewer, W.F. (1987) Theories of knowledge restructuring in development. Review of Educational Research, 57(1), 51-67.(Also appeared in Greek, in Contemporary Education, 39,34-45, 1988).