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Πρόσφατες Δημοσιεύσεις

  • Grizioti, M., & Kynigos, C. (2024). Integrating computational thinking and data science: The case of modding classification games. Informatics in Education, 23(1), 101-124.
  • Kynigos, C., Grizioti, M., & Latsi, M. (2023). Classification and mathematical thinking: Tinkering with classification games in a constructionist environment. Digital Experiences in Mathematics Education, 9(3), 508-529.
  • Karavakou, M., Kynigos, C., & Sinclair, N. (2023) Bridging disciplinary aesthetics: when Mathematics meets Art through Educational Technology. In Frontiers in Education (Vol. 8, p. 1284718). Frontiers. doi: 10.3389/feduc.2023.1284718
  • Kynigos, C., & Karavakou, M. (2023). Coding Dancing Figural Animations: Mathematical Meaning-Making Through Transitions Within and Beyond a Digital Resource. Digital Experiences in Mathematics Education, 9(2), 283-314. doi: 10.1007/s40751-022-00118-x
  • Kynigos, C., Schiza, K. (2023) Mathematical competencies in the digital era: Mathematics education in the digital era, Research in Mathematics Education, DOI: 10.1080/14794802.2023.2261401
  • Kynigos, C., Diamantidis, D. (2022) Creativity in Engineering Mathematical Models Through Programming. The International Journal of Mathematics Education, ZDM, Springer Verlag.
  • Kynigos, C. (2022). Embedding mathematics in socio-scientific games: The case of the mathematical in grappling with wicked problems. In Proceedings of the 15th International Conference on Technology in Mathematics Teaching (ICTMT (p. 11). Aarhus University.
  • Latsi, M., Kynigos, C. (2021) Mathematical Assemblages Around Dynamic Aspects of Angle in Digital and Physical Space. International Journal of Science and Mathematics Education (2021). https://doi.org/10.1007/s10763-021-10225-7
  • Kynigos, C., Diamantidis, D. (2021) Creativity in Engineering Mathematical Models Through Programming. The International Journal of Mathematics Education, ZDM, Springer Verlag. https://doi.org/10.1007/s11858-021-01314-6
  • 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, Special Issue: ‘New frontiers in technology-enabled creativity and learning’. Sciendo, 8(1), 1-23.
  • Grizioti, M., Kynigos, C. (2021) Code the mime: A 3D programmable charades game for computational thinking in MaLT2. British Journal of Educational Technology, Wiley, UK., 52(3), 1004-1023
  • Grizioti, M., & Kynigos, C. (2021). Children as players, modders, and creators of simulation games: A design for making sense of complex real-world problems.In Interaction Design and Children (pp. 363-374).
  • Kynigos, C. & Panagiotou, E. (2021). Playing and modifying half-baked rhetorical games: a dialogic space for deliberative argumentation. In 19th Biennial EARLI Conference. Sweden
  • Kynigos, C., Grizioti, M (2020) Modifying games with ChoiCo: Integrated affordances and engineered bugs for computational thinking. British Journal of Educational Technology (BJET) 51 (6). pp. 2252-2267. Doi: https://doi.org/10.1111/bjet.1289 .
  • Kynigos, C., Essonnier, N., Trgalova, Y. (2020) Social creativity in the education sector: The case of collaborative design of resources in mathematics, Creativity Research Journal, Sp. Issue in Creativity, Leanring and Technology, Routledge
  • Kynigos, C. (2020) Half - baked Constructionism: The Challenge of Infusing Constructionism in Education in Greece. In Designing Constructionist Futures: The Art, Theory, and Practice of Learning Designs, Nathan Holbert, Matthew Berland, and Yasmin Kafai (Eds.), MIT Press, Cambridge Massachussetts, 61-72.
  • Kynigos, C., Smyrnaiou, Z., Grizioti, M. (2020) Augmented Playgrounds: Questioning Simulations to Question Intuitions. In Augmented Reality in Educational Settings, T. Prodromou (Ed.), Brill | Sense, Leiden, (The Netherlands), 295-324.
  • Grizioti M. , Kynigos C. (2019). Computer-based learning, computational thinking, and constructionist approaches, In Arthur Tatnall (Eds.) Encyclopedia of Education and Information Technologies. Springer
  • Grizioti M. & Kynigos C. (2019) Collaborative modding of a simulation game: An approach to the development of computational thinking. In Proceedings of the 13th European Conference on Game-Based Learning. ISBN 978-1-912764-38-9
  • Kynigos C. & Grizioti M. (2018) Programming Approaches to Computational Thinking: Integrating Turtle Geometry, Dynamic Manipulation and 3D Space , Informatics in Education 17 (2), pp. 321–340
  • Grizioti, M., & Kynigos, C. (2018). Game modding for computational thinking: an integrated design approach. In Proceedings of the 17th ACM Conference on Interaction Design and Children (pp. 687-692). ACM.
  • Kynigos, C., Grizioti, M., & Gkreka, C. (2018). Studying real-world societal problems in a STEM context through robotics. arXiv preprint arXiv:1806.03245.
  • Kynigos, C., Yiannoutsou, N. (2018) Children Challenging the Design of Half-baked Games: Expressing Values through the process of Game Modding. International Journal of Child-Computer Interaction, 17, Elsevier, Pubs., 16-27.

Επιλεγμένα Θεωρητικά Άρθρα

  • Kynigos, C. (2015) Constructionism: Theory of Learning or Theory of Design? In Selected Regular Lectures from the 12th International Congress on Mathematical Education. Sung Je Cho (Ed.), © Springer International Publishing: Cham, Heidelberg, New York, Dordrecht, London, Switzerland, 417- 438. DOI 10.1007/978-3-319-17187-6
  • Morgan, C., Kynigos, C. (2014) Digital artefacts as representations: forging connections between a constructionist and a social semiotic perspective. Special Issue in Digital representations in mathematics education: conceptualizing the role of context and networking theories, Educational Studies in Mathematics, 85 (3), Lagrange, J.B. and Kynigos, C. (Eds), Springer Science + Business Media, Dordrecht, 357-379.
  • Κynigos, C., Psycharis, G. (2013) Designing for instrumentalisation: Constructionist perspectives on instrumental theory. International Journal for Technology in Mathematics Education. Special Issue on Activity theoretical approaches to mathematics classroom practices with the use of technology, 20 (1), 15-20.
  • Kynigos, C. (2012) Niches for Constructionism: forging connections for practice and theory, Constructionism: Theory, Practice and Impact, Proceedings of the 'Constructionism 2012' International Conference, Kynigos, C., Clayson, J., Yiannoutsou N. (Eds), Athens, Vivliosynergatiki S.A., Athens, 40-51.
  • Bottino, R. M., Kynigos, C. (2009) Mathematics education & digital technologies: facing the challenge of networking European research teams. International Journal of Computers for Mathematical Learning, 14 (3), Kluwer Academic Publishers, Netherlands, 203-215.

Επιλεγμένα για τους Εκπαιδευτικούς - Εκπαίδευση των εκπαιδευτικών

  • Kynigos, C, Kolovou, A. (2017) Teachers as designers of digital educational resources for creative mathematical thinking. In Research on Mathematics Textbooks and Teachers’ Resources: Advances and issues ICME-13 Springer Monograph – Jan. 2017 Lianghuo Fan, Luc Trouche, Chunxia Qi, Sebastian Rezat, & Jana Visnovska (Eds.), Springer, Cham, 145-164.
  • Kynigos, C. (2016) Constructionist mathematics with institutionalized infrastructures: the case of Dimitris and his students. In Innovation and Technology Enhancing Mathematics Education: Perspecives in the Digital Era. E. Faggiano, F. Ferrara, A. Montone (Eds.), Springer International Publishing, 197-214.
  • Kynigos, C., Kalogeria, E. (2012) Boundary Objects for in service Mathematics Teacher Education: the case of Scenarios and Half-baked Microworlds, Special Issue in Online Mathematics Education, The International Journal of Mathematics Education, 44, ZDM, Springer Verlag, Marcelo C. Borba & Salvador Llinares (Eds.) , 733-745. DOI 10.1007/s11858-012-0455-5.
  • Kynigos, C. (2007) Half-baked Microworlds in use in Challenging Teacher Educators’ Knowing. International Journal of Computers for Mathematical Learning, 12 (2), Kluwer Academic Publishers, Netherlands, 87-111.
  • Makri, K., Kynigos, C. (2007). The Role of Blogs in Studying the Discourse and Social Practices of Mathematics Teachers. Educational Technology & Society, 10 (1), 73-84.

Σχετικά με το σχεδιασμό - Σχεδιασμός Πόρων

  • Essonnier, N., Barquero, B., Papadopoulos, I., Trgalova, J., Kynigos, C. (2023) Communities of Interest as a Context for Creativity in the Process of Designing Digital Media for Mathematical Learning, © Springer Nature Switzerland AG 2023, B. Pepin et al. (eds.), Handbook of Digital Resources in Mathematics Education, Springer International Handbooks of Education, https://doi.org/10.1007/978-3-030-95060-6_40-1
  • 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, Special Issue: ‘New frontiers in technology-enabled creativity and learning’. Sciendo, 8(1), 1-23.
  • Kynigos, C., Essonnier, N., Trgalova, Y. (2020) Social creativity in the education sector: The case of collaborative design of resources in mathematics. Creativity Research Journal, 32(1), Creativity, learning and technology, Vlad P. Glaveanu, Ingunn Johanne Ness & Constance de Saint Laurent (Eds.), Routledge, 17-29.
  • Daskolia, M., Kynigos, C., Kolovou, A. (2018) Addressing Creativity in the Collaborative Design of Digital Books for Environmental and Math Education. In Research on e-Learning and ICT in Education Techological, Pedagogical and Instructional Perspectives, A. Mikropoulos, (Ed.), Springer International Publishing AG, part of Springer Nature, 69-87.
  • Yiannoutsou, N., Nikitopoulou, S., Kynigos, C., Gueorguiev, I., Fernandez, J. A. (2017) Activity Plan Template: a mediating tool for supporting learning design with robotics. In Robotics in Education. Research and Practices for Robotics in STEM Education, M. Merdan, W. Lepuschitz, G. Koppensteiner, R. Balogh (Eds.), vol. 457, Springer, Vienna-Austria, 3-13.
  • Essonnier, N., Kynigos, C., Trgalova, J., Daskolia, M. (2017) The role of context in social creativity for the design of digital resources. In Research on Mathematics Textbooks and Teachers’ Resources: Advances and issues, ICME-13 Springer Monograph – Jan. 2017 Lianghuo Fan, Luc Trouche, Chunxia Qi, Sebastian Rezat, & Jana Visnovska (Eds.), Springer, Cham, 215-233.
  • Yiannoutsou N., Kynigos C. (2013) Boundary Objects in Educational Design Research: designing an intervention for learning how to learn in collectives with technologies that support collaboration and exploratory learning. In Educational Design Research: Introduction and Illustrative Cases. T. Plomp, N. Nieveen (Eds.), SLO, Netherlands Institute for Curriculum Development, Enschede, The Netherlands, 357 – 379. *ISBN: *978 90 329 2335 8, Available in international.slo.nl/bestanden/Ch01-51_total.pdf/

Σχετικά με το σχεδιασμό - Σχεδιασμός ψηφιακών πόρων και συστημάτων

  • Kynigos, C. (2015) Designing Constructionist E-Books: New Mediations for Creative Mathematical Thinking?. Constructivist Foundations, 10(3), 305-313.
  • Kynigos, C. (2008) Black-and-white-box perspectives to distributed control and constructionism in learning with robotics. Workshop Proceedings of SIMPAR 2008, Intl. Conf. on Simulation, Modeling and Programming for Autonomous Robots, Venice (Italy), ISBN 978-88-95872-01-8, pp. 1-9.
  • Kynigos, C. (2007) Half-Baked Logo Microworlds as Boundary Objects in Integrated Design. Informatics in Education, 6 (2), Institute of Mathematics and Informatics, Vilnius, 1-24.
  • Kynigos, C. (2004). Α Black and White Box Approach to User Empowerment with Component Computing. Interactive Learning Environments, 12 (1-2), Carfax Pubs, Taylor and Francis Group, 27-71.
  • Kynigos, C. (2002) Generating Cultures for Mathematical Microworld Development in a Multi-Organisational Context. Journal of Educational Computing Research, (1&2), Baywood Publishing Co. Inc., 183-209.
  • Kynigos, C., Koutlis, M., Hadzilakos, Th. (1997) Mathematics with Component-Oriented Exploratory Software. International Journal of Computers for Mathematical Learning, (2) Kluwer Academic Publishers, Netherlands, 229-250.

Σχετικά με τα Analytics

  • Karkalas, S., Mavrikis, M., Xenos, M., Kynigos, C. (2016) Feedback Authoring for Exploratory Activities: The Case of a Logo-Based 3D Microworld. In International Conference on Computer Supported Education, Springer, Cham, 259-278.

Σχετικά με νοήματα στη Γεωμετρία

  • Kynigos, C., Latsi, M. (2007) Turtle’s Navigation and Manipulation of Geometrical Figures Constructed by Variable Processes in a 3d Simulated Space. Informatics in Education,6(2), 1–14, Institute of Mathematics and Informatics, Vilnius.
  • Laborde, C., Kynigos, C., Hollebrands, K. and Strasser, R. (2006) Teaching and Learning Geometry with Technology. In Handbook of Research on the Psychology of Mathematics Education: Past, Present and Future. A. Gutiérrez, P. Boero (Eds.), Sense Publishers, 275-304,.
  • Kynigos, C. (1993) Children’s Inductive Thinking During Intrinsic and Euclidean Geometrical Activities in a Computer Programming Environment. Educational Studies in Mathematics, (24), 177-197.
  • Kynigos, C. (1992) The Turtle Metaphor as a Tool for Children Doing Geometry. Learning Logo and Mathematics, C. Hoyles, R. Noss, Cambridge MA: M.I.T. press, 97-126.
  • Kynigos, C. (1989). Intrinsic Versus Euclidean Geometry: Is the Distinction Important to Children Learning with the Turtle? Proceedings of the Thirteenth International Conference for the Psychology of Mathematics Education, vol. 2, 194-201, editors: Prof. Vergnaud G., Rogalski J. and Artigue M., G.R. DIDACTIQUE CNRS Paris V, Laboratoire PSYDEE. Paris, France.
  • Kynigos, C. (1989). Can Children Use the Turtle to Develop Understandings of Euclidean Ideas in an Inductive Way? Proceedings of the Fourth International Conference for Logo and Mathematics Education, 115-124, editors: Leron U., Krumholtz N., The Israeli Logo Centre, Dept. of Education in Science and Technology, Technion - Israel Institute of Technology.
  • Kynigos, C. (1988). Constructing Bridges From Intrinsic to Cartesian Geometry. Proceedings of the Twelfth International Conference for the Psychology of Mathematics Education, vol II, 449-456, editor: Borbas A., Veszprem, Hungary.
  • Kynigos, C. (1988) Using Tools To Bridge Intrinsic And Euclidean Geometry. 11th International Congress on Mathematical Education, Budapest, Hungary, July 1998.
  • Kynigos, C. (1987). From Intrinsic to Non - Intrinsic Geometry. Proceedings of the Eleventh International Conference for the Psychology of Mathematics Education, vol. 3, 43-49, editors: Bergeron J., Herscovics N. and Kieran K., Montreal.
  • Kynigos, C. (1987). A Case - Study of two 12 Year - Old Children Changing the Turtle΄s State in the Coordinate Plane. Proceedings of the Third International Conference for Logo and Mathematics Education, 86-93, editor: Hillel J., Dept. of Mathematics, Concordia University Montreal.
  • Kynigos, C. (1986). Constructing a Conceptual Pathway From Intrinsic to Extrinsic Geometry. Proceedings of the Second International Conference in Logo and Mathematics Education, 64-71, editors: Hoyles C., Noss R. and Sutherland R., University of London Institute of Education.

Σχετικά με νοήματα Προγραμματισμού - Υπολογιστικής Σκέψης

  • Kynigos, C., Grizioti, M., Latsi, M. (2023). Classification and Mathematical Thinking: Tinkering with Classification Games in a Constructionist Environment. Digit Exp Math Educ 9, 508–529 (2023). https://doi.org/10.1007/s40751-023-00131-8
  • Grizioti, M. Kynigos, C. (2023) Integrating Computational Thinking and Data Science: The Case of Modding Classification Games, Informatics in Education, DOI 10.15388/infedu.2024.03
  • Kynigos, C., Grizioti, M. (2020) Modifying games with ChoiCo: integrated affordances and engineered bugs for Computational Thinking, British Journal of Educational Technology, 51 (6), Wiley, UK, 2252-2267. https://doi.org/10.1111/bjet.12898
  • Grizioti M., Kynigos C. (2020) Computer-Based Learning, Computational Thinking, and Constructionist Approaches. In Encyclopedia of Education and Information Technologies, A. Tatnall A. (Ed.), Springer Nature Switzerland, Cham. https://doi.org/10.1007/978-3-319-60013-0_75-2
  • Grizioti, M., Kynigos, C. (2021) Code the mime: A 3D programmable charades game for computational thinking in MaLT2. British Journal of Educational Technology, Wiley, UK., 52(3), 1004-1023
  • Kynigos, C., Grizioti, M. (2018) Programming Approaches to Computational Thinking: Integrating Turtle Geometry, Dynamic Manipulation and 3D Space. Informatics in Education, 17(2), Vilnius University, 321-340.
  • Kynigos, C. (1995) Programming as a Means of Expressing and Exploring Ideas in a Directive Educational System: Three Case Studies. In Computers and Exploratory Learning. A. diSessa, C. Hoyles, R. Noss, (Eds.), Springer Verlag NATO ASI Series, 399-420.
  • Kynigos, C., Gyftodimos, G. and Georgiadis, P. (1994). Qualitative Analysis of Children’s Learning of Programming in the Context of a Developing Culture of Open - Ended Project Work in a Primary School. In Psychological and Educational Foundations of Technology - Based Learning Environments, S. Vosniadou (Ed.), Springer Verlag, NATO ASI Series, 200-207.
  • Kynigos, C., Gyftodimos, G., Georgiadis, P. (1993) Empowering a Society of Future Users of Information Technology: A Longitudinal Study of Application in Early Education. European Journal of Information Systems, 2 (2), 139-148.
  • Kynigos, C. (1992) Insights into Pupils’ and Teachers’ Activities in Pupil - Controlled Problem - Solving Situations: A Longitudinally Developing Use for Programming by All in a Primary School. In Information Technology and Mathematics Problem Solving: Research in Contexts of Practice, Springer Verlag, NATO ASI Series, 219-238.

Σχετικά με Μαθηματικές έννοιες

  • Kynigos, C., & Karavakou, M. (2023). Coding Dancing Figural Animations: Mathematical Meaning-Making Through Transitions Within and Beyond a Digital Resource. Digital Experiences in Mathematics Education, 9(2), 283-314. doi: 10.1007/s40751-022-00118-x
  • Latsi, M., Kynigos, C. (2021) Mathematical Assemblages Around Dynamic Aspects of Angle in Digital and Physical Space. International Journal of Science and Mathematics Education (2021). https://doi.org/10.1007/s10763-021-10225-7
  • Prodromou, T., Kynigos, C. (2020) Designing games to foster creativity thinking about randomness, Proceedings of the 6th Constructionism Conference, Exploring, Testing and Extending our Understanding of Constructionism: what does Constructionism have to offer today?, Tangney, B. and Girvan, C. Eds, Trinity College, Dublin.
  • Kynigos, C., Zantzos, I. (2016) Constructing the shortest path on a cylindrical surface, Proceedings of the 10th CERME conference, Dublin
  • Papadopoulos, I., Diamantidis, D., Kynigos, C. (2016) Meanings around angle with digital media designed to support creative mathematical thinking Conference: . In Csíkos, C., Rausch, A., & Szitányi, J. (Eds.). Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education, At: Szeged, Hungary Volume: 4 (pp 35-42)
  • Zantzos I., Kynigos C. (2012) Differential approximation of a cylindrical helix by secondary school students, Proceedings of the 'Constructionism 2012' International Conference, Kynigos, Clayson, Yiannoutsou Eds, Athens, 136-145.
  • Latsi, M., & Kynigos, C. (2011). Meanings about dynamic aspects of angle while changing perspectives in a simulated 3d space. Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education. Vol. 3, pp. 121-128. Ankara, Turkey: PME.
  • Moustaki, F., Psycharis, G., Kynigos, C., (2009) Making sense of structural aspects of equations by using algebraic-like formalism, Proceedings of the Sixth Conference of Central European Research in Mathematics Education, Lyon, France
  • Psycharis, G., Moustaki F., Kynigos, C. (2009) Reifying algebraic-like equations in the context of constructing and controlLing animated models, Proceedings of the 33rd Conference of the International Group for the Psychology of Mathermatics Education Tzekaki, M., Sakonidis, B., Kaldrimidou, M. (Eds), Aristotle University, Thessaloniki, Greece, vol. 4, 425-432.
  • Kynigos, C., Psycharis G., Latsi, M. (2009) Meanings for angle through geometrical constructions in 3d space, Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education Tzekaki, M., Sakonidis, B., Kaldrimidou, M. (Eds), Aristotle University, Thessaloniki, Greece, vol. 3, 457-464.
  • Psycharis, G., Kynigos, C. (2009) Normalising geometrical figures: Dynamic manipulation and construction of meanings for ratio and proportion. Research in Mathematics Education, 11(2), 149-166.
  • Psycharis, G., Latsi, M., Kynigos , C. (2007) Meanings for fraction as number-measure by exploring the number line, Proceedings of the Fifth Conference of Central European Research in Mathematics Education, Demetra Pitta – Pantazi & George Philippou, Larnaca, Cyprus, 1499-1509.
  • Kynigos, C. (1997). Dynamic Representations of Angle with a Logo - Based variation tool: a case study, Proceedings of the Sixth European Logo Conference, Budapest, Hungary, 104-112.
  • Psycharis, G., Latsi, M. & Kynigos, C. (2007) Meanings for fraction as number-measure by exploring the number line. International Journal for Technology in Mathematics Education, 19 (3), 91-107.
  • Keisoglou S. and Kynigos, C. (2006) Measurements With A Physical And A Virtual Quadrant: Students’ Understandings Of Trigonometric Tangent. Proceedings of the 30th Conference of the International Group for the Psychology of Education 3-425-432, Novotna J., Moraova H., Kratka Mm. & Stehlikova N. (Eds), Charles University, Faculty of Education, Prague.
  • Kynigos, C. and Gavrilis, S. (2006) Constructing A Sinusoidal Periodic Covariation. Proceedings of the 30th Conference of the International Group for the Psychology of Education 4-9-16, Novotna J., Moraova H., Kratka Mm. & Stehlikova N. (Eds), Charles University, Faculty of Education, Prague
  • Kynigos, C. (2005) Meanings around intrinsic curves with a medium for symbolic expression and dynamic manipulation, Proceedings of the Sixth Conference of Central European Research in Mathematics Education, Sant Feliu de Guíxols, Spain.
  • Psycharis, G. and Kynigos, C. (2004). Normalising Geometrical Constructions: A Context for the Generation of Meanings for Ratio and Proportion. Proceedings of the 28th Psychology of Mathematics Education Conference, Bergen, 4, 65-72.
  • Kynigos, C. and Psycharis, G. (2003). 13 Year olds’ Meanings Around Intrinsic Curves with a Medium for Symbolic Expression and Dynamic Manipulation. Proceedings of the 27th Psychology of Mathematics Education Conference (3, 165-172), Paterman, N., Dougherty, B., Zilliox, J. (eds), CRDG, College of Education, University of Hawai’I, Honolulu, U.S.A.

Σχετικά με Άλλες έννοιες

  • Karavakou, M., & Kynigos, C. (2023, June). Sine, you think, it can dance? An Aesthetically Driven Mathematical Activity for Meaning Making on Trigonometric Functions. In Sixteenth International Conference on Technology in Mathematics Teaching (ICTMT16).
  • Kynigos, C., Smyrnaiou, Z., Grizioti, M. (2020) Augmented Playgrounds: Questioning Simulations to Question Intuitions. In Augmented Reality in Educational Settings, T. Prodromou (Ed.), Brill | Sense, Leiden, (The Netherlands), 295-324.
  • Smyrnaiou, Z., Moustaki, F., Kynigos, C. (2016) Inquiry and Meaning Generation in Science While Learning to Learn Together: How Can Digital Media Provide Support?. In New Developments in Science and Technology Education, Springer International Publishing, 109-123.
  • Smyrnaiou, Z., Moustaki, F., Yiannoutsou, N., Kynigos, C. (2012). Interweaving meaning generation in science with learning to learn together processes using Web 2.0 tools. Themes in Science & Technology Education, 5(1/2), 27-42.
  • Smyrnaiou, Z., Moustaki, F., Kynigos, C. (2012) Students’ Constructionist Game Modelling Activities as Part of Inquiry Learning Processes. Electronic Journal of e-Learning, 10 (2), 235- 248. Available online at www.ejel.org
  • Kynigos, C., Psycharis, G., Moustaki, F. (2010) Meanings generated while using algebraic-like formalism to construct and control animated models. International Journal for Technology in Mathematics Education, 17 (1), 17-32.
  • Latsi, M. & Kynigos, C. (2012). Experiencing 3d simulated space through different perspectives. In Research on e-Learning and ICT in Education: Technological, Pedagogical and Instructional Issues. A. Jimoyiannis (Ed.), Springer Science + Business Media, Part III, 183-196.
  • Kynigos, C., Latsi, M. (2006) Vectors in use in a 3D Juggling Game Simulation. International Journal for Technology in Mathematics Education, 13 (1), 3-10.

Σχετικά με τον Χωρικό Προσανατολισμό και την Πλοήγηση

  • Γκρέκα Χ. & Κυνηγός Χ. (2022) "Νοηματοδότηση χωρικών εννοιών μέσα από χρήση πολλαπλών αλληλοσυνδεόμενων ψηφιακών αναπαραστάσεων". Στα πρακτικά του 7ου Πανελλήνιου Επιστημονικού Συνεδρίου «Ένταξη και Χρήση των ΤΠΕ στην Εκπαιδευτική Διαδικασία», 16-18 Σεπτεμβρίου, Πάτρα.
  • Alexopoulou, E., Kynigos, C., Markopoulos, C. (2007) Changing a half-baked 3d navigational game, Proccedings of the 10th Eurologo Conference, I. Kalas & A. Walat (Eds), Comenius University of Bratislava.
  • Kynigos, C. and Yiannoutsou, N. (2002). Seven Year Olds Negotiating Spatial Concepts and Representations to Construct a Map. Proceedings of the 26th Psychology of Mathematics Education Conference (3, 177-184), University of East Anglia, Norwitch, England.
  • Kynigos, C. and Giannoutsou, N. (2001). Seven Year Olds Collaborating to Construct a Map Using G.P.S. and Space Representation Software. Proceedings of the First European Conference on Computer-Supported Collaborative Learning, Dillenbourg, P., Eurelings, A., Hakkarainen, K. (Eds), Maastricht, the Netherlands, 364-371.

Σχετικά με Διεπιστημονικά Πλαίσια

  • Kynigos, C. (2024) Embedding Mathematics in Socio-Scientific Games: The Mathematical in Grappling with Wicked Problems, Methods and Tools in Mathematics Education, Education Sciences, Ferrara, F., Ferrari, G. (Eds)
  • Karavakou, M., Kynigos, C., & Sinclair, N. (2023) Bridging disciplinary aesthetics: when Mathematics meets Art through Educational Technology. In Frontiers in Education (Vol. 8, p. 1284718). Frontiers. doi: 10.3389/feduc.2023.1284718
  • Kynigos, C., Yiannoutsou, N. (2018) Children Challenging the Design of Half-baked Games: Expressing Values through the process of Game Modding. International Journal of Child-Computer Interaction, 17, Elsevier, Pubs., 16-27.
  • 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.
  • Daskolia, M., Kynigos, C. (2012) Applying a constructionist frame to learning about sustainability*. Creative Education, 3, 818-823. Published Online in SciRes (http://www.SciRP.org/journal/ce), DOI:10.4236/ce.2012, Scientific Research.

Σχετικά με τη Δημιουργικότητα

  • Kynigos, C., Diamantidis, D. (2021) Creativity in Engineering Mathematical Models Through Programming. The International Journal of Mathematics Education, ZDM, Springer Verlag. https://doi.org/10.1007/s11858-021-01314-6
  • Κεΐσογλου, Σ., Κυνηγός, Χ. (2018) Δημιουργικότητα Στη Μαθηματική Εκπαίδευση. Σκέψεις για τα Μαθηματικά. Στο 100 Χρόνια από την ίδρυση της Ελληνικής Μαθηματικής Εταιρείας, Αθήνα, 73-86.
  • Κynigos, Ch., Kazazis, N. & Makri, K. (2006) On Narrative Perception and Creativity: the Role of Video Editing in Eliciting them from Children. In Technology Mediated Narrative Environments for Learning. G. Dettori, T. Giannetti, A. Paiva, A.Vaz, (Eds.), Sense Publishers, 91-101.

Σχετικά με τη Ρομποτική

  • Lammer L., Lepuschitz W., Kynigos C., Giuliano A., Girvan C. (2017) ER4STEM Educational Robotics for Science, Technology, Engineering and Mathematics. In Robotics in Education. Advances in Intelligent Systems and Computing, M. Merdan, W. Lepuschitz, G. Koppensteiner, R. Balogh (Eds.), vol. 457, Springer, Cham.
  • Xenos, Μ., Yiannoutsou, Ν., Grizioti, Μ., Kynigos, C., Nikitopoulou, S. (2015) Learning Programming with Educational Robotics: Towards an Integrated Approach. In Educational Robotics in the Makers Era. Edurobotics 2016 2016. Advances in Intelligent Systems and Computing, vol 560. D. Alimisis, M. Moro, E. Menegatti (Eds.), vol. 560, © Springer International Publishing AG 2017, 215-222. DOI 10.1007/978-3-319-55553-9_17
  • Alimisis, D., Kynigos, C. (2009) Constructionism and Robotics Education. In Teacher Education on Robotic-Enhanced Constructivist Pedagogical Methods. D. Alimisis (Ed.), (ASPETE) School of Pedagogical and Technological Education Pubs, 11-26. ISBN 978-960-6749-49-0, 11-26.

Επιλεγμένα Σχετικά με το Λόγο και το Διάλογο

  • Kynigos, C., Dimaraki, E., Trouki, E. (2007) Pupil communication during electronic collaborative projects: Integrating communication tools with communication scenarios. In The Role of Technology in CSCL. Studies in Technology Enhanced Collaborative Learning. Ulrich H. Hoppe, H. Ogata, A. Soller, (Eds.), Computer-Supported Collaborative Learning Series, Vol. 9, 155-172.
  • Kynigos, C., Theodosopoulou, V. (2001) Synthesizing Personal, Interactionist and Social Norms Perspectives to Analyze Student Communication in a Computer - Based Mathematical Activity in the Classroom. Journal of Classroom Interaction, 36 (2), 63-73.
  • Kynigos, C. (1999). Perspectives In Analyzing Classroom Interaction Data On Collaborative Computer-Based Mathematical Projects. Computer Support for Collaborative Learning, Designing New Media for a New Millenium: Collaborative Technology for Learning, Education, and Training, Hoadley C. and Roschelle J. (Eds), Palo Alto, California, 333-340.

Σχετικά με Πολιτικές

  • Kynigos, C. (2020) Half - baked Constructionism: The Challenge of Infusing Constructionism in Education in Greece. In Designing Constructionist Futures: The Art, Theory, and Practice of Learning Designs, Nathan Holbert, Matthew Berland, and Yasmin Kafai (Eds.), MIT Press, Cambridge Massachussetts, 61-72.
  • Hoppe, H, Kynigos, C. Magli, R. (2002) Policies for educational innovation with new technologies, «ICTs in Education», Volume I, A. Dimitracopoulou (Ed), Proceedings of 3rd Congress, HICTE, 26-29/9/2002, University of Aegean, Rhodes, Greece, KASTANIOTIS Editions z Inter@ctive
  • Kynigos, C. (1999). Software Development, Innovative Practice, Research And The School Context: Is Synergistic Progress Possible? Proceedings of the 7th European Logo Conference, Sofia, Bulgaria, Nikolov R., Sendova E., Nikolova I., Derzhanski I. (Eds) 62-79.
  • Kυνηγός, X. (1995). H Eυκαιρία που δεν Πρέπει να Xαθεί: H Yπολογιστική Tεχνολογία ως Eργαλείο Έκφρασης και Διερεύνησης στη Γενική Παιδεία. Προοπτικές για μια Nέα Πολιτική στην Eλληνική Eκπαίδευση, Eπιμέλεια: A. M. Kαζαμίας και M. Kασσωτάκης, Eκδ. ΣEIPIOΣ, 396-416.

Κριτικές σε Βιβλία

  • Kynigos, C., Schiza, K. (2023) Mathematical competencies in the digital era: Mathematics education in the digital era, Research in Mathematics Education, DOI: 10.1080/14794802.2023.2261401
  • Kynigos, C. (2014) Book Review: The Mathematics Teacher in the Digital Era. Technology, Knowledge and Learning, 19, Springer, Dordrecht, 249-253. DOI: 10.1007/s10758-014-9219-3.
  • Kynigos, C. (2008) Theories, Context and Values to understand learning with digital media, Book review, Humans-with-media and the reorganization of mathematical thinking, by Borba, M. and Villareal, M.. The International Journal of Mathematics Education, 40, ZDM, Springer Verlag, 909-911.