LUCY AVRAAMIDou

Rosalind Franklin Fellow | Associate Professor of Science Education

Lucy Avraamidou
  1. Avraamidou, L. (2019). “I am a young immigrant woman in physics and on top of it I am Muslim”: Identities, intersections, and negotiations. Journal of Research in Science Teaching. 1-31. DOI: 10.1002/tea.21593
  2. Avraamidou, L. (2019). Science identity as a landscape of becoming: rethinking recognition and emotions through an intersectionality lens. Cultural Studies of Science Education. DOI : 1007/s11422-019-09954-7
  3. Rut, J.L., Chico M.M., & Avraamidou, L. (2019). Scientific Practices in Teacher Education: The interplay of sense, sensors, and emotions. Research in Science & Technological Education. DOI: 1080/02635143.2019.1647158
  4. Lammers, A., Goedhart, M. & Avraamidou, L. (2019). Reading and Synthesising Science Texts using a Scientific Argumentation Model by Undergraduate Biology Students. International Journal of Science Education. DOI: 10.1080/09500693.2019.1675197.
  5. Skayia, A., Avraamidou, L. & Evagorou, M. (2019). How Preservice Elementary Teachers Develop Their Personal Philosophies About Science Teaching: The Role of Informal Science Approaches. Journal of Research in Science, Mathematics, and Technology Education, 72-83.
  6. Wei, B., Avraamidou, L. & Chen, N. (2019). How a beginning science teacher deals with practical work: An explorative study through the lens of identity. Research in Science Education. DOI: 10.1007/S11165-019-9826-z.
  7. Avraamidou, L. (2018). Stories we Live, Identities we Build: How are elementary teachers’ science identities shaped by their lived experiences? Cultural Studies of Science Education. DOI: 1007/s11422-017-9855-8.
  8. Avraamidou, L. (2017). A well-started beginning elementary teacher’s beliefs and practices in relation to reform recommendations in science education. Cultural Studies of Science Education, 12(2), 331-353.
  9. Prins, R., Avraamidou, L. & Goedhart, M. (2017). Tell me a story: the use of narrative as a learning tool for natural selection. Educational Media International, 54(1), 20-33.
  10. Drumond-Viera, R., Florentino de Melo, V. , Avraamidou, L. & Avelar Lobato, J. (2017). Reconceptualizing scientific literacy: The Role of students’ epistemological profiles. Education Sciences, 47(7), 1-18
  11. Avraamidou, L. (2016). Intersections of Life Histories and Science Identities: The stories of three preservice elementary teachers. International Journal of Science Education, 35(5), 861-884.
  12. Zacharia, Z., Lazaridou, P., & Avraamidou, L. (2016). The use of mobile devices in supporting elementary school students’ conceptual understanding about plants. International Journal of Science Education 38(4), 596-620.
  13. Avraamidou, L. (2016). Stories of self and science: Preservice elementary teachers’ identity work over time and across contexts. Pedagogies: An international journal, 11(1), 43-62. DOI: 1080/1554480X.2015.1047837.
  14. Koutromanos, G., Sofos, L., & Avraamidou, L. (2015). The use of augmented reality games in education: A review of the literature. Educational Media International.52(4), 253-271. DOI: 1080/09523987.2015.112598.
  15. Vrasidas, C., Avraamidou, L., Theodoridou, K., Themistocleous, S. & Panaou, P. (2015). Science fiction in education: Case studies from classroom implementations. Educational Media International. DOI: 10.1080/09523987.2015.1075102
  16. Theodoulou, P., Avraamidou, L. & Vrasidas, C. (2015). Flow and the pedagogical affordances of computer games: A case study. Educational Media International. DOI:10.1080/09523987.2015.1101223
  17. Avraamidou, L. (2015). Reconceptualizating elementary teacher preparation: A case for informal science education. International Journal of Science Education, 37(1), 108-135.
  18. Avraamidou, L. (2014). Developing a reform-minded science teaching identity: The role of informal science environments. Journal of Science Teacher Education. 25(7), 823-843.
  19. Avraamidou, L. (2014). Studying science teacher identity: Current insights and future research directions. Studies in Science Education, 50(2), 145-179.
  20. Avraamidou, L. (2014). Tracing a Beginning Elementary Teacher’s Development of Identity for Science Teaching. Journal of Teacher Education, 65(3), 223-240.
  21. Murmann, M. & Avraamidou, L. (2014). Narrative as a learning tool in science centers: Theoretical, epistemological and design considerations. Journal of Science Communication, 13(2), 1-16.
  22. Kourtromanos, G. & Avraamidou, L. (2014). The use of mobile games in formal and informal learning settings: A review of the literature. Educational Media International, 51(1), 49-65.
  23. Barreto, R., Zembal-Saul, C. & Avraamidou, L. (2014). Prospective elementary teachers’ knowledge of teaching science as argument. School Science and Mathematics, 114(2), 53-64.
  24. Murmann, M. & Avraamidou, L. (2014). Animals, Emperors, Senses: Exploring a story-based learning design in a Museum setting. International Journal of Science Education, 4(1), 66-91.
  25. Avraamidou, L. (2013). The Use of Mobile Technologies in Project-Based Science: A case study. Journal of Computers and Mathematics and Science Teaching, 32(4), 361-379.
  26. Avraamidou, L. (2013). Superheroes and Supervillains: Reconstructing the mad-scientist stereotype in School Science. Research in Science and Technological Education, 31(1), 90-115.
  27. Avraamidou, L. (2013). Prospective Elementary Teachers’ Science Teaching Orientations and Experiences that Impacted their Development. International Journal of Science Education, 35(10), 1698-1724.
  28. Hadjiachilleos, S., Avraamidou, L. & Papastavrou, S. (2013). The use of lego robotic technologies in elementary teacher preparation. Journal of Science Education and Technology, 22(5), 614-629.
  29. Koutsoulis, M. & Avraamidou, L. (2010). High school students’ perceptions of their physics teachers in Cyprus. Education, Knowledge & Economy, 4(2), 89-102.
  30. Angelides, P. & Avraamidou, L. (2010). Teaching in informal learning environments as a means for promoting inclusive education. Education, Knowledge & Economy, 4(1), 1-14.
  31. Avraamidou, L. & Zembal-Saul, C. (2010). In Search of Well-Started Beginning Science Teachers: Insights from Two First Year Elementary Teachers. Journal of Research in Science Teaching, 47(6), 661-686.
  32. Avraamidou, L. & Evagorou, M. (2009). Enquiry-based school science with the use of handheld computers. School Science Review, 90(332), 1-4.
  33. Avraamidou, L. & Osborne, J. (2009). The role of narrative in science education. International Journal of Science Education 31(4), 1-25.
  34. Avraamidou, L. & Osborne, J. (July, 2008). Science as Narrative: The story of the discovery of penicillin. The Pantaneto Forum (31). Available online: http://www.pantaneto.co.uk/issue31/avraamidou.htm
  35. Kadis, C. & Avraamidou, L. (2008). A Framework for Outdoors Environmental Education for the Service of Peace. Science Education Review. 7, 64-71.
  36. Vrasidas, C., Avraamidou, L. & Retalis, S. (2008). Perspectives on e-learning: Case studies from Cyprus. Distance Learning (5), 2.
  37. Zembylas, M. & Avraamidou, L. (2008). Postcolonial foldings of space and identity in science education: Limits, transformations, prospects. Cultural studies in Science Education 3(4), 977-998.
  38. Avraamidou, L. (2008) Prospects for the Use of Mobile Technologies in Science Education. Association for the Advancement of Computing in Education Journal, 14(2), 178-205.
  39. Evagorou, M., & Avraamidou, L. (2008). Technology in support of argument construction in science. Educational Media International, 45(1). 33-45.
  40. Vrasidas, Ch., Zembylas, M. Evagorou, M., Avraamidou, L., & Aravi, Ch. (2007). ICT as a tool for environmental education, peace and reconciliation. Educational Media International, 44(2), 129-140.
  41. Avraamidou, L. & Evagorou, M. (2007). Traveling the Road Beyond the Curriculum through a Science Fair. Science Education Review, 6(1), 60-67.
  42. Avraamidou, L., & Zembal-Saul, C. (2006). Exploring the role of web-based portfolio development on learning to teach elementary science. Association for the Advancement of Computing in Education Journal, 14(2), 178-205.
  43. Avraamidou, L. & Zembal-Saul, C. (2005). Giving priority to evidence in science teaching: A first-year elementary teacher’s specialized knowledge and practices. Journal of Research in Science Teaching, 42(9), 965-986.
  44. Avraamidou, L., & Zembal-Saul, C. (2003). Exploring the Influence of Web-Based Portfolio Development on Learning to Teach Elementary Science. Journal of Technology and Teacher Education, 11(3), 415-442.
  45. Avraamidou, L. & Zembal-Saul, C. (2002). Making the Case for the Use of Web-Based Portfolios in Support of Learning to Teach. Journal of Interactive Online Learning, 1(2), 1-19, http://www.ncolr.org/jiol/current.html
  46. Zembal-Saul, C., Haefner, L.A., Avraamidou, L., Severs, M. & Dana, T. (2002). Web-based portfolios: A vehicle for examining preservice elementary teachers’ developing understandings of teaching science. Journal of Science Teacher Education, 13(4), 283-302.
  47. Avraamidou, L. & Zembal-Saul, C. (2001). Web-based philosophies: Making prospective elementary teachers’ personal theorizing transparent. Science Education International, 12(4), 2-5.
  1. Avraamidou, L. (2019). Making Sense of Sensemaking in Elementary Science—Perspectives from Identity and Implications for Equity. In E. Davis, C. Zembal-Saul, & S. Kademian (Eds.), Sensemaking in Elementary Science: Supporting Teacher Learning (pp. 78-87). (Teaching and Learning in Science Series). New York: Routledge, Taylor and Francis group.
  2. Avraamidou, L. (2018). Science identity as a lived experience: Small stories in narrative analysis. In P. Schultz, J. Hong & D. Cross Francis (Eds.). Research on teacher identity and motivations: Mapping challenges and innovations. New York, Springer.
  3.  Kayumova, S., Avraamidou, L., & Adams, J. (2018). Diversity, Equity, and the Big Picture. In L. Bryan, & K. Tobin (Eds.), Critical Issues and Bold Visions for Science Education: The Road Ahead (pp. 285-297). Brill.
  4.  Avraamidou, L. & Bryan, L. (2018). Science education reform: Reflecting on the past and raising questions for the future. In L. Bryan and K. Tobin (Eds.). 13 Questions: Reframing Education’s Conversation: Science. New York: Peter Lang.
  5. Avraamidou, L. (2016). Qualitative Methods in Social Research: Theoretical Framework and Approaches to Qualitative Research. In A. Pyrgiotakis and Ch. Theophilides (Eds). Research methods in social and educational sciences. Athens: Pedio.
  6. Avraamidou, L. (2016). Studying science teacher identity: An introduction. In L. Avraamidou. (Ed.) Studying science teacher identity: Theoretical, Methodological and Empirical Explorations, (pp. 1-14), Rotterdam, Netherlands: Sense Publishers.
  7. Avraamidou, L. (2016). Telling stories: Intersections of life histories and science teaching identities. In L. Avraamidou. (Ed.) Studying science teacher identity: Theoretical, Methodological and Empirical Explorations, (pp. 153-176), Rotterdam, Netherlands: Sense Publishers.
  8. Avraamidou, L. (2016). Exploring beginning elementary teachers’ science identity development in informal science settings. In L. Avraamidou & W.-M. Roth (Eds.). Intersections of Formal and Informal Science. NY: Routledge.
  9. Avraamidou, L. (2016). Self-studies of elementary science teacher educators: Insights, implications, and future research directions. In G. Buck & V. Akerson (Eds.) Allowing our professional knowledge of preservice science teacher education to be enhanced by self-study research: Turning a critical eye on our practice. (pp. 233-240). NY: Springer.
  10. Avraamidou, L. (2013). Qualitative Methods in Social Research: Theoretical Framework and Approaches to Qualitative Research. In A. Pyrgiotakis and Ch. Theophilides (Eds). Educational Research: Theoretical Perspectives and Practical Approaches, (pp. 13-25), Nicosia: University of Nicosia Press.
  11. Avraamidou, L. & Evagorou, M. (2012). Introduction: Contemporary approaches to science education. In M. Evagorou & L. Avraamidou (Eds). Contemporary approaches to science teaching and Learning. Athens: Diadrasi (in greek).
  12. Avraamidou, L. (2012). Trends in Science Education and Teacher Preparation. In M. Evagorou & L. Avraamidou (Eds). Contemporary approaches to science teaching and Learning, (pp. 3-25). Athens: Diadrasi (in greek).
  13. Hadjiachilleos, S. & Avraamidou, L. (2011). Open-ended scientific inquiry in a non-formal setting: Cognitive, affective and social aspects of in-service elementary teachers’ development. In M. Kooy & K. V. Veen (Eds). Teacher Learning that Matters: International Perspectives, 217-234. Chicago: Routledge
  14. Angelides, P. & Avraamidou, L. (2011). Promoting inclusive education in informal learning environments. In P. Angelides (Ed.) 17-42. Pedagogical Approaches for Inclusion. Athens: Diadrasi. (in greek).
  15.  Avraamidou, L. (2008). Epilogue: Undertaking Educational Research in the 21st Century. In K. Mutua & C. Szymanski-Sunal (Eds). Research on Education in Africa, the Caribbean, and the Middle East, (pp. 253-272). Greenwich: Information Age Publishing.
  16. Avraamidou, L. (2004). Visions of reform in elementary science education in Cyprus. In K. Mutua and C. Szymanski-Sunal (Eds). Research in Education in Africa, The Caribbean and the Middle East. Greenwich: Information Age Publishing.