ΕΦΠΤ 5 - Επιστημολογία

Hacking, I. (1992). The self-vindication of the laboratory sciences. In: A. Pickering (ed.) Science as Practice and Culture. Chicago, IL: University of Chicago Press.

Hacking, I. (1995). Representing and intervening. Cambridge, UK: Cambridge University Press.

Pickering, A. (1995). The Mangle of Practice: Time, Agency, and Science. Chicago, IL: University of Chicago Press.

Τσελφές, Β. (2003). Μια πρόταση για τη διδασκαλία των Εργαστηριακών Φυσικών Επιστημών στηριγμένη στην κατά Ian Hacking προσέγγιση της «εσωτερικής ζωής» τους, στο Κ. Σκορδούλης & Λ. Χαλκιά (Eπιμ.), Η συμβολή της Ιστορίας και της Φιλοσοφίας των Φυσικών Επιστημών στη Διδασκαλία των Φυσικών Επιστημών, Αθήνα: ΠΤΔΕ, ΕΚΠΑ, 259-271.

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. The Netherlands: Kluwer Academic Publishers, pp. 259 – 268.

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.

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.

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.

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. https://www.dropbox.com/s/zvzvzm8kzpu58x2/Part_1_eBook.pdf?dl=0