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Τσαπαρλής Γεώργιος

Georgios TSAPARLIS / TSAPARLIS Georgios
CURRICULUM VITAE
Dr. Georgios Tsaparlis
Professor of Science Education
University of Ioannina, Department of Chemistry
GR-451 10 Ioannina, Greece
Room: X3-313b
Tel: +30 26510 98431
Fax: +30 26510 98798
Email: gtseper@cc.uoi.gr

Chemistry and science education; teaching and learning science concepts in high school;
problem solving in science; higher-order cognitive skills (HOCS); structural concepts
with emphasis on quantum chemical concepts; teaching and learning physical chemistry;
secondary chemistry curricula; instructional methodology
I am professor of science education and a member of the Section of Physical Chemistry at the
Department of Chemistry of University of Ioannina, Greece. I got my first degree in chemistry
from the University of Athens (Greece), and my M.Sc., and Ph.D. in chemical physics/theoretical
chemistry from the University of East Anglia, Norwich, UK. For a short period (1997), I served
as Counselor for Chemistry in the Greek Pedagogic Institute (a department of the Greek Ministry
of Education). I was the founding editor (2000-2004)* and since 2005 joint editor of the
electronic journal Chemistry Education Research and Practice (CERP), now published by the
Royal Society of Chemistry.**
I have taught many undergraduate and graduate physical chemistry courses (quantum chemistry,
electrochemistry, chemical spectroscopy, chemical kinetics, elementary physical chemistry,
mathematics for physical chemistry), laboratory courses in general and physical chemistry, plus
science and chemistry education courses in the Department of Chemistry, Physical Chemistry
Sector, University of Ioannina. Also graduate courses of science and chemistry education in the
Departments of Chemistry of the Universities of Athens and Thessaloniki, Greece. In 2007-08
and in 2008-09, I taught as invited professor of the University of Cyprus, a series of seminars in
chemistry education to pre-service trained chemistry teachers in Cyprus.
Research Interests
My research interests are on science education and chemistry education, and in particular on:
teaching and learning science concepts in high school; problem solving in science; higher-order
cognitive skills (HOCS); structural concepts with emphasis on quantum chemical concepts;
teaching and learning physical chemistry; secondary chemistry curricula; instructional
methodology.
Currently (July 2011) I have supervised 14 successfully defended and 3 in progress Ph.D. theses
in science/chemistry education, as well as 17 successfully defended and 5 in progress master
theses in science/chemistry education.

I have authored or co-authored: 49 original publications in international peer-reviewed journals; 7
chapters in international collective volumes; 12 chemistry and physical chemistry books in Greek
for schools and for universities; 4 articles/chapters in Greek educational books; and 30 articles in
Greek scientific and educational journals,
I have been invited plenary or key-note speaker at: 10 international conferences and
symposia/seminars; 10 Greek conferences. I have participated with (including invited
presentations) in: 62 presentations in international conferences; and 95 presentations in Greek
conferences.
I am member of the editorial boards of the following journals: Journal of Research in Science
Teaching (USA); International Journal of Science Education (UK); Research in Science and
Technological Education (UK); Research in Science Education (Australia); Journal of Excellence
in Educational Research (USA); Didaskalia (Institute National de Recherche Pédagogique, INRP,
France); Journal of Baltic Science Education (Lithuania). In addition to these, I have and am
reviewing for: Science Education, Science & Education, Journal of Chemical Education.
I organized the 5th European Conference on Research in Chemical Education (5th ECRICE) in
Ioaninna in 1999, and I was the chairman of the organizing committee of the 5th Greek
Conference “Science Education and New Technologies in Education”, in Ioannina in 2007. I
have created and am editor of the Internet site (in Greek) “Network for Science Education and
Educational Technology” (KoDiPheET).*** I was (2006-2009) Partner for Greece in the EU
project Popularity and Relevance of Science Education for scientific Literacy (PARSEL), which
has produced educational material in various European languages.**** Finally, with Professor
George Kalkanis, we organized in Athens, 5-8 November 2010, an international science
education symposium on “Particulate and Structural Concepts of Matter”.

Selected Publications
PAPERS


Pappa E. T. & Tsaparlis G. (2011). Evaluation of questions in general chemistry textbooks
according to the form of the questions and the Question-Answer Relationship (QAR): the case of
intra- and intermolecular chemical bonding. Chemistry Education Research and Practice, 12, 262-
270 (plus Supplementary Material).
Tsaparlis G., Kolioulis D., & Pappa E. (2010). Lower-secondary introductory chemistry course: a
novel approach based on science-education theories, with emphasis on the macroscopic approach,
and the delayed meaningful teaching of the concepts of molecule and atom. Chemistry Education
Research and Practice, 11, 107-117 (plus Supplementary Material).
Stefani Ch. & Tsaparlis G. (2009). Students’ levels of explanations, models, and misconceptions
in basic quantum chemistry: A phenomenographic study. Journal of Research in Science
Teaching, 46, 520-536.
Tsaparlis G. & Papaphotis G. (2009). High-school students’ conceptual difficulties and attempts
at conceptual change: The case of basic quantum chemical concepts. International Journal of
Science Education, 31, 895-930.
Papaphotis G. & Tsaparlis G.(2008). Conceptual versus algorithmic learning in high school
chemistry: the case of basic quantum chemical concepts, Part 1. Statistical analysis of a
quantitative study. Chemistry Education Research and Practice, 9 (4) 323-331.

Papaphotis G. & Tsaparlis G.(2008). Conceptual versus algorithmic learning in high school
chemistry: the case of basic quantum chemical concepts, Part 2. Students’ common errors,
misconceptions, and difficulties in understanding. Chemistry Education Research and Practice, 9
(4) 332-340.
Tsaparlis G. & Gorezi, M. (2007). A Addition of a project-based component to the expository
physical chemistry laboratory. Journal of Chemical Education, 84, 668-670 (plus the full paper in
JCE Software).
Stamovlasis, D., Dimos, A., & Tsaparlis, G. (2006). A study of group-interaction processes in
learning lower-secondary physics. Journal of Research in Science Teaching, 2006, 43, 556-576.
Tsaparlis, G. (2005). Non-algorithmic quantitative problem solving in university physical
chemistry: a correlation study of the role of selective cognitive variables. Research in Science and
Technological Education, 2005, 23, 125-148.
Stamovlasis, D. & Tsaparlis, G. (2005). Cognitive variables in problem solving: a nonlinear
approach, International Journal of Science and Mathematics Education, 3, 7-32.
Kousathana M, Demerouti M., & Tsaparlis G. (2005). Instructional misconceptions in acid–base
equilibria: An analysis from a history and philosophy of science perspective, Science &
Education, 14, 173-193.
Stamovlasis, D., Tsaparlis, G. Kamilatos, C., Papaoikonomou, D., & Zarotiadou E. (2004).
Algorithmic problem solving versus conceptual understanding: A principal component analysis of
a national examination. The Chemical Educator, 9(6), 398-405.
Stamovlasis D., Kousathana M., Angelopoulos V., Tsaparlis G, & Niaz M., (2002). Achievement
in chemistry problem-solving as a function of the mobility-fixity dimension. Perceptual and
Motor Skills, 95, 914-924.
Stamovlasis D. & Tsaparlis G. (2001). Application of complexity theory to an informationprocessing
model in science education. Nonlinear Dynamics in Psychology and Life Sciences, 5
(3), 267-286.
Tsaparlis G. (2001). Towards a meaningful introduction to the Schrödinger equation through
historical and heuristic approaches. Chemistry Education Research and Practice, 2, 203-213.
Tsaparlis G. (2000). The states-of-matter approach (SOMA) to introductory chemistry. Chemistry
Education Research and Practice, 2000, 1, 161-168.
Tsaparlis G. & Angelopoulos V. (2000). A model of problem-solving: Its operation, validity, and
usefulness in the case of organic-synthesis problems. Science Education, 2000, 84, 151-153.
Tsaparlis G., Kousathana M., & Niaz M. (1998). Molecular-equilibrium problems: Manipulation
of logical structure and of M-demand, and their effect on student performance. Science
Education, 82, 437-454.
Tsaparlis G. (1998). Dimensional analysis and predictive models in problem solving.
International Journal of Science Education, 1998, 20, 335-350.
Zoller U. & Tsaparlis G. (1997). Higher and lower-order cognitive skills : The case of chemistry.
Research in Science Education, 1997, 27, 117-130.

Tsaparlis G. (1997). Atomic and molecular structure in chemical education: A critical analysis
from various perspectives of science education. G. Tsaparlis, Journal of Chemical Education, 74,
922-925.
Tsaparlis G. (1997). Atomic orbitals, molecular orbitals and related concepts: Conceptual
difficulties among chemistry students. Research in Science Education , 27, 271-287.
BOOKS
Tsaparlis G. (1989 & 1991). "Topics in Physics and Chemistry Teaching for Secondary
Education" (in Greek). Athens Greece: Grigoris Publications.
ARTICLE IN ENCYCLOPEDIA OF CHEMISTRY
Tsaparlis, G. (2004). Atomic structure. In L.J. Lagoswski (Ed.), Chemistry: Foundations and
Applications (four-volume illustrated encyclopedia, Vol. 1, pp. 78-87. MacMillan.
BOOK CHAPTERS
Tsaparlis G. (2007). Teaching and learning physical chemistry – Review of educational research.
In M.D. Ellison & T.A. Schoolcraft (Eds.), Advances in Teaching Physical Chemistry, Ch. 7.
Washington DC: American Chemical Society (Distributed by Oxford University Press).
Tsaparlis G. (2007). The rivalry among the separate science subjects for dominance in secondary
education: The case of Greece and beyond. In R.K. Coll and N. Taylor (Eds.), Education in
context - An international perspective of the influence of context on science curricula
development, and implementation. Sense Publishers.
Tsaparlis G. (2009). Learning at the macro level: the role of practical work. In J.K. Gilbert and
D.F. Treagust (Eds.), Multiple representations in chemical education, Chapter 5, pp. 109-136.
Springer.


Full lists of publications:


PUBLICATIONS IN INTERNATIONAL JOURNALS http://users.uoi.gr/gtseper/CVPart1.pdf

PUBLICATIONS IN INTERNATIONAL BOOKS http://users.uoi.gr/gtseper/CVPart2.pdf

CONFERENCES, SYMPOSIA AND SEMINARS http://users.uoi.gr/gtseper/CVPart3.pdf

BOOKS IN GREEK http://users.uoi.gr/gtseper/CVPart4.pdf

PUBLICATIONS IN GREEK JOURNALS (in Greek) http://users.uoi.gr/gtseper/CVPart5.pdf

GREEK CONFERENCES (in Greek) http://users.uoi.gr/gtseper/CVPart6.pdf

This page last updated by Georgios Tsaparlis on 31 July 2011.
* http://www.uoi.gr/cerp Volumes 1-5 (2000-2004)
** http://www.rsc.org/cerp
*** http://www.kodipheet.gr
**** http://www.parsel.uni-kiel.de/cms

Greek