Olga is a postdoctoral researcher currently working on H2020-funded ‘FEDORA’ project. She has been appointed by the Oxford Policy Engagement Network as an OPEN Leader 2021.
Her research interests include teacher education, scientific reasoning and argumentation, as well as research impact.
In her current role, she investigates students’ future-oriented skills for enhancing responsibility and citizenship engagement. She is also a member of ‘SciKids’ project, which aims to assess the nature of science teaching in early years education. Prior to these roles, she was the Research Officer on Project Calibrate.
Olga received her PhD in Learning Sciences from Ludwig Maximilian University of Munich, as part of the REASON International Doctoral School. Her PhD position was funded by the Elite Network Bavaria and focused on socio-scientific argumentation in science education. She holds a M.Ed. in Research on Teaching and Learning from Technical University of Munich and a BA in Primary Education from Aristotle University of Thessaloniki.
Olga is a member of various 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 pf academic journals including, the International Journal of Science Education, Science and Education and Research in Science & Technological Education.
Ioannidou, O., & Erduran, S. (2021). Beyond hypothesis testing: investigating the diversity of scientific methods in science teachers’ understanding. Science & Education. https://doi.org/10.1007/s11191-020-00185-9
El Masri, Y., Erduran, S., & Ioannidou, O. (2021). Designing practical science assessments in England: students’ engagement and perceptions. Research in Science and Technological Education. https://doi.org/10.1080/02635143.2021.1872519
Ioannidou, O., Georgiou, D., Obersteiner, A., Bas, N. D., & Mieslinger, C. (2017). Do Prospective Teachers Care about PISA Studies? A Pilot Study among University Students in Germany. International Education Studies, 10(5), 26-35.
Ioannidou O., Finch K., & Erduran S. (in press). Secondary teachers’ views about teaching and assessing the diversity of scientific methods in practical science. Journal of Education for Teaching.
Ioannidou O., Erduran S., Baird J. (2021). Understanding Diversity of Scientific Methods: The Impact of An Online Intervention on Secondary Students. Paper presented at European Science Education Research Association (ESERA) 2021 virtual conference, 30 August-3 September 2021.
Ioannidou O., Wooding S. (2021). “How Science REALLY Works” – Science Education in a Post-truth Society. Paper presented at the Festival of Education, 18-19 June 2021.
Cullinane A., Ioannidou O., Erduran S. (2021). Brandon’s Matrix: a view on scientific methods in the Biology classroom. Paper presented at ISHPSSB 2020 virtual conference, 11-12 December 2020.
Erduran S., Wooding S., Cullinane A., & Ioannidou O. Project Calibrate: A New Approach to Teaching and Assessing Practical Science. Webinar in OxfordAQA Partner Schools virtual event, 24 November 2020.
Cullinane A., Erduran S., & Ioannidou O. (2020). Project Calibrate –Research Bites. Association for Science Education (ASE) Annual Conference, Reading, UK, 8-10 January 2020.
Ioannidou O., & Erduran S. (2020). What counts as scientific? Teachers’ understanding and views of scientific methods. Paper presented at the Australasian Science Education Research Association (ASERA) virtual conference, 24-26 June 2020.
Ioannidou, O., Hetmanek, A., Fischer, F., & Seidel, T. (2019). Socio-scientific Argumentation: A Systematic Literature Review on Terms, Concepts and Measurement Approaches. Paper presented at American Educational Research Association (AERA) 2019 conference, Toronto, Canada, 5-9 April 2019.
Ioannidou, O., Hetmanek, A., Fischer, F., & Seidel, T. (2018). What is meant by socioscientific argumentation? A practical guide for science teachers. Poster presented at European Association for Practitioner Research on Improving Learning (EAPRIL) 2018 conference, Portoroz, Slovenia, 12-14 November 2018.
Ioannidou, O., Hetmanek, A., Fischer, F., & Seidel, T. (2018). What counts as good argumentation?: The case of socio-scientific argumentation. Poster presented at European Association for Research on Learning and Instruction (EARLI) Special Interest Group (SIG) 26 Conference, Jerusalem, Israel, 9-12 October 2018.
Ioannidou, O., Hetmanek, A., Fischer, F., & Seidel, T. (2018). Socio-scientific argumentation and evidence integration: A review of conceptualizations and measurements. Paper presented at the Deutsche Gesellschaft für Psychologie (DGPs). Symposium Reasoning with and about evidence: Contributions from developmental and educational psychology. Frankfurt, Germany, 15-20 September 2018.
Hillier, J., & Ioannidou, O. (2021). Using practical work: strategies to avoid closing down practice. Science Teacher Education, No. 89, 27-34.
Cullinane, A., Ioannidou O., & Erduran, S. (2021). Brandon’s Matrix: A View on Scientific Methods. In T. McCloughlin (Ed.). Biology Classrooms in The Nature of Science in Biology: A Resource for Educators. Dublin: Graphikon Teo.
Erduran, S., & Ioannidou, O. Managing the Future: How can STEM education help? Diàlegs (2021, June 23), 31-32. https://issuu.com/impulseducacio/docs/def_di_legs_2_en