Faculty of Educational Studies
Environmental Education Lab
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Journal articles
- Grillia, N., & Daskolia, M. (2024). ‘Why am I involved in environmental education?’ Using narrative inquiry to explore the identity and practice of teachers committed to environmental education. Environmental Education Research. https://doi.org/10.1080/13504622.2024.2309582
- Daskolia, M., & Chouliara, K. (2024). Into the park: exploring preschool children’s experience in a local urban park. Environmental Education Research, 30(1), 118-137. https://doi.org/10.1080/13504622.2023.2237707
- Kalafati, M., Flogaiti, E., & Daskolia, M. (2024). Enhancing preschoolers’ creativity through art-based environmental education for sustainability. Environmental Education Research. https://doi.org/10.1080/13504622.2023.2291319
- Grillia, N., & Daskolia, M. (2023). Νarratively Inquiring into Experience, Narratively Attending to Environmental Education Teachers’ Identity. International Journal of Qualitative Research, 2(3), 260-269. https://doi.org/10.47540/ijqr.v2i3.731
- Daskolia, M., & Koukouzeli, V. (2023). How Sustainable Is a Waldorf School? Exploring the Congruence between Waldorf Education and the Sustainable School Approach in a Greek School Case Study. Education Sciences, 13(4), 403. https://doi.org/10.3390/educsci13040403
- Woods, S. M., Daskolia, M., Joly, A., Bonnet, P., Soacha, K., Liñan, S., Woods, T., Piera, J., & Ceccaroni, L. (2022). How networks of citizen observatories can increase the quality and quantity of citizen-science-generated data used to monitor SDG indicators. Sustainability, 14(7), 4078. https://doi.org/10.3390/su14074078
- Tauginienė, L., Butkevičienė, E., Vohland, K., Heinisch, B., Daskolia, M., Suškevičs, M., Portela, M., Balázs, B., & Prūse, B. (2022). Nauka obywatelska w przestrzeni nauk społecznych i humanistyki: siła interdyscyplinarności. Biuletyn EBIB, 1(202), 1-26.
- 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.
- 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
- Gavrilakis, C., Daskolia, M., & Blintziou, E. (2020), Delineating the role of environmental adult educators: drawing critical considerations from an empirical case study, Environmental Education Research, 27(2), 157-174. https://doi.org/10.1080/13504622.2020.1790503
- 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.