1. Comparative study in misconceptions on concepts of the classical mechanics by first and second year university students in a Department of Physics

    K. T. Kotsis1 and G. Stylos2
    1. University of Ioannina, Department of Primary Education, Ioannina 45110 Greece, kkotsis@cc.uoi.gr
    2. University of Ioannina, Department of Primary Education, Ioannina 45110 Greece gstylos@cc.uoi.gr

  2. Interpretation of tables by students of primary and secondary education

    Michael Skoumios1 and Vasileios Garganourakis2
    1 University of the Aegean, skoumios@rho.forthnet.gr
    2 1st High School of Rhodes, vgargan@gmail.com

  3. Results from a teaching-learning sequence, based on Vygotsky?s theory of concept formation, used to teach force and motion at early secondary school

    Labrini Nikolaou and Rod Watson
    King's College London, labrini.nikolaou@kcl.ac.uk

  4. Science and Environment: teaching about the wind

    Achilleas Mandrikas, Anthimos Chalkidis,
    Dimitrios Stavrou, Constantine Skordoulis
    amandrik@otenet.gr, achalkid@primedu.uoa.gr
    stadim@otenet.gr, kostas4skordoulis@gmail.com
    University of Athens, Faculty of Primary Education, Laboratory of Didactics & Epistemology of Science and Educational Technology

  5. Students? and Teachers? Mental Models for the Propagation of a Sound

    Konstantinos Arvanitakis, Petros Kariotoglou, Haralampos Lemonidis
    Educator, PhD student at the University of Western Macedonia, karvan@ath.forthnet.gr
    Professor at the University of Western Macedonia, pkariotog@uowm.gr
    Professor at the University of Western Macedonia, lemonidi@uowm.gr

  6. Teaching Energy as a single entity of multiple forms and characteristics: an educational approach with and without the use of educational software

    D.Μ. Garifallidou and G.S. Ioannides
    Natural Philosophy Laboratory, Department of Primary Education, University of Patra

    d.m.garyfallidou@upatras.gr, gsioanni@upatras.gr

  7. Teaching Newton?s first law using educational activities that was realized on the International Space Station

    Theodoros Pierratos
    Hariton Μ. Polatoglou
    2nd Lyceum of Echedoros, pierrat@auth.gr
    Physics Department, Aristotle University of Thessaloniki, hariton@physics.auth.gr

  8. Why is it hotter in Summer than in Winter? K-5 students? & pre-service elementary teachers? conceptions of seasonal change

    Ioannis Starakis* & Krystallia Xalkia**
    *University of Athens, gstarakis@hotmail.com,**Universtiy of Athens , kxalkia@primedu.uoa.gr