Olia Tsivitanidou is a PhD holder in Science Education at the University of Cyprus (2010-2014). Her PhD thesis is titled: "Investigating student teachers’ profiles assessors and assessees in the context of reciprocal web-based formative peer-assessment, in a learning environment on ecosystems". She holds a Bachelor’s Degree in Primary School Education from the University of Cyprus (2008) and a Master in Learning in Natural Sciences from the University of Cyprus (2010), and has defended a Thesis entitled: “Implementation of peer-assessment of digital artifacts, through the use of students’ web-portfolios in a science course in secondary education”. Currently she is working as a Research Associate at the Department of Educational Sciences at the University of Cyprus (September 2015- present) and she is also studying Physics (B.Sc.) at the University of Cyprus (January 2016-present).
January 2016 - present
University of Cyprus
Bachelor degree in Physics. Department of Physics
September 2010 - May 2014
University of Cyprus
PhD in Science Education. Department of Education.
Thesis: “Investigating student teachers’ profiles assessors and assessees in the context of reciprocal web-based formative peer-assessment, in a learning environment on ecosystems”
September 2008 - May 2010
University of Cyprus
Master of Education in Science Education. Department of Education. Thesis: “Implementation of peer-assessment of digital artifacts, through the use of students’ web-portfolios in a science course in secondary education”.
2016 - 2017
EDU 178: Science, Technology, Society and Education
The course focuses on the examination and reflective consideration of issues relating to the importance of science and technology in society and the mediating role of education. Emphasis is placed on issues of current interest in the Cyprus and European society.
Additionally the following topics are examined and discussed with students, through a series of interactive and collaborative activities among students:
Topics: What is Science and its characteristics, scientific reasoning, Nature of Science and epistemological awareness, Theories in Science, the Social Side of Science, The role and the scientist's responsibility, Science and Society, Public Understanding of Science and importance of science communication, Reliability of (Scientific) Information, the distinction between science and technology, ethics and responsibility Issues in Science and Technology, understanding the nature of science as a key learning objective, the importance of devising in education.
Publications in Scientific Journals with Blind Review System
Tsivitanidou, O. E., Constantinou, C. P., Labudde, P., Rönnebeck, S., & Ropohl, M. (2018). Reciprocal peer assessment as a learning tool for secondary school students in modeling-based learning. European Journal of Psychology of Education, 1-23.
Tsivitanidou, O., & Constantinou, C. (2016). A study of students' heuristics and strategy patterns in web-based reciprocal peer assessment for science learning. The Internet and Higher Education. 12, 12-22, DOI:10.1016/j.iheduc.2015.11.002
Hovardas, T., Tsivitanidou, O. E., & Zacharias, C. Z. (2014). Peer versus Expert feedback: Investigating the quality of peer feedback among secondary school students assessing each other’s science web-portfolios. Computers & Education, 71, 133-152.
Tsivitanidou, O. E., & Zacharias, C. Z., & Hovardas, T., Nicolaou, A. (2012). Peer Assessment Among Secondary School Students: Introducing a Peer Feedback Tool in the Context of a Computer Supported Inquiry Learning Environment in Science. Journal of Computers in Mathematics and Science Teaching, 31 (4), 433-465.
Tsivitanidou, O. E., & Zacharias, C. Z., & Hovardas, T. (2011). Investigating secondary school students’ unmediated peer assessment skills, Learning and Instruction, 21 (4), 506-519.
Chapters in Edited Books
Tsivitanidou, O., & Constantinou, C. (2016). Undergraduate Students’ Heuristics and Strategy Patterns in Response to Web-Based Peer and Teacher Assessment for Science Learning. In Malcolm Vargas (Ed.), Teaching and Learning: Principles, Approaches and Impact Assessment. (pp. 65-116). New York: Nova Science Publishers. ISBN: 978-1-63485-228-9
Tsivitanidou, E. O., & Constantinou, P. C. (submitted). What is inquiry-based science teaching and learning? In Tsivitanidou, O., Gray, p., Rybska, E., Louca, L., & Constantinou, P. C. (Eds.), Professional development for Inquiry-Based Science Teaching and Learning. ESERA Book Series.
Publications in Conference Proceedings with Review System
Tsivitanidou, O., & Labudde, P. (2016). Can peer-assessment inform teachers about secondary-school students’ mastery of the modeling competence? In: Lavonen, J., Juuti, K., Lampiselkä, J., Uitto, A. & Hahl, K. (Eds.) Electronic Proceedings of the ESERA 2015 Conference. Science education research: Engaging learners for a sustainable future, Part 11 (co-ed. J. Dolin & P. Kind), (pp. 1619-1630). Helsinki, Finland: University of Helsinki. ISBN 978-951-51-1541-6
Felchlin I., Tsivitanidou O., Beerenwinkel A., & Moser U. (2016). Simulation and modelling: designing a summative assessment test in Biology. In: Lavonen, J., Juuti, K., Lampiselkä, J., Uitto, A. & Hahl, K. (Eds.) Electronic Proceedings of the ESERA 2015 Conference. Science education research: Engaging learners for a sustainable future, Part 11 (co-ed. J. Dolin & P. Kind), (pp. 1694-1701). Helsinki, Finland: University of Helsinki. ISBN 978-951-51-1541-6
Tsivitanidou, O., Zacharias, Z., & Hovardas, T. (2014). Examining whether secondary school students make changes suggested by expert or peer assessors in the science web-portfolios, In C. P. Constantinou, N. Papadouris & A. Hadjigeorgiou (Eds.), E-Book Proceedings of the ESERA 2013 Conference: Science Education Research For Evidence-based Teaching and Coherence in Learning. Part 11 (co-ed. Robin Millar & Jens Dolin), (pp.68-75) Nicosia, Cyprus: European Science Education Research Association. ISBN: 978-9963-700-77-6.