Dr Olga Ioannidou is an Honorary Norham Fellow at the Department of Education and an Assistant Professor/Ad Astra Fellow at University College Dublin (UCD), School of Education.
Prior to her appointment at UCD, Olga held academic and research positions at University of Oxford and Ludwig-Maximilians-Universität München. She has been part of several externally-funded national and international research projects, such as the EU-funded project FEDORA and Project Calibrate.
As a Norham Fellow, Olga contributes to various research and teaching activities at our Department. She is currently the co-investigator of Project FutuRISE (PI Professor Sibel Erduran), which aims to introduce future-oriented skills to secondary students from deprived areas in the UK. She also serves as a Master thesis supervisor and assessor on the MLT course.
Her research interests include teacher education, 21st century skills, as well as pathways to research impact. For her work on bridging the gap between research and policymaking, she has been awarded by the University of Oxford as the Oxford Policy Engagement Network Leader 2021. Olga received her PhD in Learning Sciences from Ludwig-Maximilians-Universität München (LMU), as part of the Munich Centre of the Learning Sciences. She holds a MEd in Research on Teaching and Learning from Technische Universität München (TUM) and a BA in Primary Education from Aristotle University of Thessaloniki.
She is a member of many international professional and academic groups, such as the European Association for Research on Learning and Instruction (EARLI), the American Educational Research Association (AERA) and the European Science Education Research Association (ESERA). She serves as a reviewer for a range of academic journals including, the International Journal of Science Education, Science and Education and Research in Science & Technological Education.
- Ioannidou, O., & Erduran, S (2022). Policymakers’ Views of Future-Oriented Skills in Science Education. Frontiers in Education.
- Ioannidou, O., Finch, K., & Erduran, S. (2022). Secondary teachers’ views about teaching and assessing the diversity of scientific methods in practical science. Journal of Education for Teaching.
- Erduran, S., Ioannidou, O., Baird, J. (2021). The impact of epistemic framing of teaching videos and summative assessments on students’ learning of scientific methods. International Journal of Science Education.
- Ioannidou, O., & Erduran, S. (2021). Beyond hypothesis testing: investigating the diversity of scientific methods in science teachers’ understanding. Science & Education.
- El Masri, Y., Erduran, S., & Ioannidou, O. (2021). Designing practical science assessments in England: students’ engagement and perceptions. Research in Science and Technological Education.
- Hillier, J., & Ioannidou, O. (2021). Using practical work: strategies to avoid closing down practice. Science Teacher Education, No. 89, 27-34.