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Journal articles

  • Kynigos, C., & Daskolia, M., (2021). Boundary Crossing Creativity in the Design of Digital Resources for Teaching and Learning about Climate Change. Creativity. Theories-Research-Applications, 8(1), 213-235. https://sciendo.com/pdf/10.2478/ctra-2021-0013
  • Tauginienė,  L.,  Butkevičienė, E.,  Vohland,  K., Heinisch, B., Daskolia, M., Suškevičs, M., Portela,  M.,  Balázs, B. & Prūse, B. (2020). Citizen science in the social sciences and humanities: the power of interdisciplinarity. Palgrave Communications, 6(89), 1-11. https://doi.org/10.1057/s41599-020-0471-y
  • Daskolia, M., Dettori, G., & Lejano, R. (2017). Urban digital storytelling. In: Russ, A., & Krasny, M. E. (eds), Urban Environmental Education Review (pp. 271-278). Cornell University Press.
  • Daskolia, M., Kynigos, C., & Makri, K. (2015). Learning about Urban Sustainability with Digital Stories. Promoting Collaborative Creativity from a Constructionist Perspective. Constructivist Foundations, 10(3), 388–396.
  • Makri, K., Daskolia, M., & Kynigos, C. (2015). Seeking “Power” in Powerful Ideas, Systems Thinking and Affective Aspects of Learning. The authors’ response to the Open Peer Commentaries on Maria Daskolia et al.’s “Learning about Urban Sustainability with Digital Stories”. Constructivist Foundations, 10(3), 401–404.
  • Kynigos, C., Daskolia, M., & Smyrnaiou, Z. (2013). Empowering teachers in challenging times for science and environmental education: Uses for scenarios and microworlds as boundary objects. Contemporary Issues in Education, 3(1), 41-65.
  • Daskolia, M. & Kynigos, C. (2012). Applying a Constructionist Frame to Learning about Sustainability. Creative Education, 3(6), 818-823. doi.org/10.4236/ce.2012.326122
  • Daskolia, M., Dimos, A., & Kampylis, P. (2012). Secondary teachers’ conceptions of creative thinking within the context of Environmental Education. International Journal of Environmental and Science Education, 7(2), 269-290.
  • Daskolia M., Flogaitis E., & Liarakou G. (2007). Ways of thinking of the environment and environmental problems among Greek university students from the Humanities. The International Journal of the Humanities, 4(8), 7-18.
  • Liarakou G., Daskolia M., & Flogaitis E. (2007). Investigating the associative meanings of sustainability among Greek kindergarten teachers. International Journal of Interdisciplinary Social Sciences, 1(5), 29-36.
  • Daskolia, M., Flogaitis, E., & Papageorgiou, E. (2006). Kindergarten teachers’ conceptual framework on the “ozone layer depletion”: Exploring the associative meanings of a global environmental issue. Journal of Science Education and Technology, 15(2), 168-178.
  • Flogaitis, E., Daskolia, M., & Liarakou, G. (2005). Greek kindergarten teachers’ practice in environmental education: an exploratory study. Journal of Early Childhood Research, 3(3), 299-320.
  • Flogaitis, E., Daskolia, M., & Agelidou, E. (2005). Kindergarten teachers’ conceptions of environmental education. Early Childhood Education Journal, 33(3), 125-136.
  • Daskolia, Μ., & Flogaitis, E. (2003). Theoretical formulation and empirical investigation of a conceptual model of teachers’ competence in environmental education. Canadian Journal of Environmental Education, 8, 249-267.