Dr. Loucas Louca

School : School of Humanities, Social and Education Sciences
Position : Associate Professor, Science Education

Dr. Loucas Louca Mailing Address
Nicosia
Cyprus

Website
http://faculty.euc.ac.cy/llouca/

22713022 22713022

Email: L.Louca@euc.ac.cy L.Louca@euc.ac.cy

Profile

Ο Λουκάς Λουκά είναι Επίκουρος Καθηγητής της Διδακτικής των Φυσικών Επιστημών στο Τμήμα Επιστημών Αγωγής του Ευρωπαϊκού Πανεπιστημίου Κύπρου. Τα ερευνητικά του ενδιαφέροντα περιλαμβάνουν τη διερεύνηση και κατανόηση των γνώσεων, δεξιοτήτων και στήριξη των γνωστικών αναγκών προπτυχιακών, άπειρων και έμπειρων εκπαιδευτικών για το σχεδιασμό και την εφαρμογή μαθημάτων Φυσικών Επιστημών. Σε αυτό το πλαίσιο, ο Λουκάς Λουκά ασχολείται και με την ανάλυση οπτικογραφημένων μαθημάτων από αυθεντικά περιβάλλοντα μάθησης στις Φυσικές Επιστήμες στην Πρωτοσχολική και Δημοτική Εκπαίδευση, με έμφαση στην ανάπτυξη δεξιοτήτων επιστημονικού συλλογισμού από τους μαθητές και στην ανάπτυξη διδακτικών στρατηγικών από τους εκπαιδευτικών για τη στήριξη των δεξιοτήτων επιστημονικού συλλογισμού των μαθητών τους. Από το 2006 εμπλέκεται ενεργά σε προγράμματα επαγγελματικής ανάπτυξης εν-υπηρεσία εκπαιδευτικών στη πρωτοσχολική και δημοτική εκπαίδευση. Κατά τα έτη 2010-2011 έλαβε ενεργά μέρος στη συγγραφή του νέου αναλυτικού προγράμματος Φυσικών Επιστημών και Μαθηματικών στην πρωτοσχολική αγωγή και εκπαίδευση, και είχε την επιστημονική ευθύνη των επιμορφώσεων των εν-υπηρεσία νηπιαγωγών για τα νέα Αναλυτικά προγράμματα Φυσικών Επιστημών στην πρωτοσχολική αγωγή και εκπαίδευση το Φθινόπωρο του 2011, την Άνοιξη του 2012 και το Σεπτέμβρη του 2012.

Degrees

Ph. D., Science Education, Department of Curriculum and Instruction, University of Maryland, College Park, USA
M.Sc., Biology, College of Life Sciences, University of Maryland, College Park, USA
M.Ed., Science Education, Department of Curriculum and Instruction, University of Maryland, College Park, USA
B.A., Education Sciences, Department of Educational Sciences, University of Cyprus, Nicosia, Cyprus

Research

  • Science Education
  • Teacher professional development
  • Teacher cognition
  • Pre-service teacher training
  • Qualitative research
  • Modeling-based learning in science
  • Elementary school science
  • Pre-school science
  • Student abilities for scientific thinking
  • Discourse-based analyses

Publications

Articles in Journals (Peer reviewed) - Selected

  • Louca, T. L., Elby, A., Hammer, D. & Kagey, T. (2004). Epistemological resources: Applying a new epistemological framework to science instruction. Educational Psychologist 39(1), 57-68.
  • Louca, T. L. & Zacharia, C. Z. (2008). The use of computer-based programming environments as computer modeling tools in early science education: the cases of textual and graphical program languages. International Journal of Science Education, 30 (3), 1-37.
  • Tzialli, D., Louca, T. L. & Zacharia, C. Z. (2010). A study of pre-service elementary teachers’ views about the Nature of Science. [In Greek, ?e??t? t?? ap??e?? p??pt???a??? e?pa?de?t???? d?µ?t???? e?pa?de?s?? ??a ta ?a?a?t???st??? ?a? t? f?s? t?? ?p?st?µ??]. The Journal of Teaching in Science Education: Research and Praxis, 34-35, 58-68 [In Greek, ??das?a??a t?? F?s???? ?p?st?µ??: ??e??a ?a? ?????].
  • Louca, T. L., Zacharia, Z., Michael, M., & Constantinou, P. C. (2011). Objects, entities, behaviors and interactions: A typology of student-constructed computer-based models of physical phenomena. Journal of Educational Computing Research, 44(2), 173-201.
  • Louca, T. L., Zacharia, C. Z., & Constantinou, P. C. (2011). In Quest of Productive Modeling-Based Learning Discourse in Elementary School Science. Journal of Research in Science Teaching, 48(8), 919-951.
  • Louca, T. L., Tzialli, D., & Zacharia, Z. (2012). Identification, Interpretation – Evaluation, Response: A framework for analyzing classroom-based teacher discourse in science. International Journal of Science Education, 34(12), 1823-1856.
  • Louca, T.L. & Zacharia, C. Z. (2012). Modeling-based Learning in Science Education: A Review. Educational Review, 64(1), 471-492.
  • Louca, L., Tzialli, D., Skoulia, T. & Constantinou, C. P. (under review). Developing teaching responsiveness to children inquiry in science: a case study of professional development for pre-school teachers. Manuscript submitted for review in the Journal of Nordic Studies in Science Education.
  • Louca, T.L., Santis, M. & Tzialli, D. (under review). Following a Lesson Plan Vs. Attending to Student Inquiry: The Struggle of a Kindergarten Student-Teacher During Teaching Science. Manuscript submitted for review in the Elementary School Journal.

 

 

Conferences

  • Louca, L. T., Skoulia, T., & Tzialli, D. (2012). What to look for and what to do: Novice teachers’ abilities for noticing and responding to their students’ in-class inquiry. Paper accepted at the International Conference of the Learning Sciences (ICLS).
  • Louca, L. T., & Papademetri-Kachrimani, C. (2012). Asking for too much too early? Promoting mechanistic reasoning in early childhood science and mathematics education. Paper accepted at the International Conference of the Learning Sciences (ICLS).
  • Louca, T. L., Santis, M. & Tzialli, D. (2010). Implementing a Lesson Plan Vs. Attending to Student Inquiry: The Struggle of a Kindergarten Student-Teacher Between Different Frames During Teaching Science. Paper presented at the International Conference of the Learning Sciences (ICLS).
  • Louca, L., Tzialli, D., & Zacharia, Z. (2008). Identification – Interpretation/Evaluation – Response: A framework for analyzing classroom-based teacher discourse in science. Paper presented at the Conference of the Learning Science Society (ICLS), The Netherlands, 24-28 June.
  • Hammer, D. & Louca, L. (2008). Challenging accepted practice of coding. Paper presented at the Symposium “How to study learning processes? Reflection on methods for fine-grain data analysis” at the Conference of the Learning Science Society (ICLS), The Netherlands, 24-28 June.
  • Louca, T. L., & Papaloizou, A. (2013). School leadership and science education: A case study of how a pre-school principal frames and promotes teaching and learning in preschool science education. Paper accepted at the National Association of Research in Science Teaching annual conference (NARST).
  • Lymbouridou, C. & Louca, T. L. (2013). Capturing the dialectical aspect of a classroom SSI discussion: An expanded analytic scheme. Paper accepted at the National Association of Research in Science Teaching annual conference (NARST).
  • Kalaidji, M., Louca, T. L., Papademetri-Kachrimani, C., Constantinou, P. C. (2012). Developing models in Science and Mathematics with pre-school children: The cases of electric circuits, the parts of plants, the circle and the negative numbers. [In Greek, Οικοδομώντας μοντέλα ως αναπαραστάσεις στις Φυσικές Επιστήμες και τα Μαθηματικά με μικρά παιδιά: Το ηλεκτρικό κύκλωμα, τα μέρη του φυτού, ο κύκλος, και οι αρνητικοί αριθμοί]. Paper presented at the 7th Greek conference for Science Education in Pre-school Education.
  • Louca, T. L., Papademetri-Kachrimani, C. (2012). Promoting mechanistic reasoning in early childhood science and mathematics education. [In Greek, Η ανάπτυξη δεξιοτήτων Μηχανιστικού Συλλογισμού μέσα από τις Φυσικές Επιστήμες και τα Μαθηματικά στην Πρωτοσχολική Αγωγή και Εκπαίδευση]. Paper presented at the 7th Greek conference for Science Education in Pre-school Education.
  • Louca, T. L., Loulli, C., Michaelidou, M. (2012). Developing conceptual understanding and epistemological awareness in pre-school: The cases of magnets and electricity. [In Greek, Ανάπτυξη εννοιολογικής κατανόησης και επιστημολογικής επάρκειας στο νηπιαγωγείο: Οι περιπτώσεις του μαγνητισμού και ηλεκτρισμού]. Paper presented at the 7th Greek conference for Science Education in Pre-school Education.
  • Papademetri-Kachrimani, C., & Louca, L. T. (2012). Mapping Modelling-based Learning in Early Childhood Education. Paper presented at the Constructionism Conference.
  • Louca, T. L., Zacharia, C. Z., & Constantinou, P. C. (2012). Discourse-based analysis of modeling-based learning in elementary school science. Paper presented at the International Conference on Computer-Based Learning in Science (CBLIS).
  • Louca, T.L., Constantinou, C. P. & Tzialli, D. (2012). Supporting teachers to implement inquiry-based teaching in kindergarten science. Paper presented at the American Educational Research Association annual conference (AERA).
  • Louca, T.L., Skoulia, T. & Tzialli, D. (2012). Investigating novice teachers’ abilities for noticing and responding to their students’ in-class inquiry. Paper presented at the American Educational Research Association annual conference (AERA).
  • Tzialli, D., Louca, L. T. & Zacharia, Z. C. (2012). Instructional Strategies for Supporting Elementary Student Inquiry: A Video-Case Study of a Science Teacher. [In Greek, Διδακτικές στρατηγικές για την υποστήριξη δεξιοτήτων επιστημονικού συλλογισμού μαθητών δημοτικού στις φυσικές επιστήμες: Περιγραφή του προφίλ ενός εκπαιδευτικού μέσα από οπτικογραφημένα στιγμιότυπα διδασκαλιών]. Paper presented at the 12th Pancyprian Conference of the Pedagogical Company of Cyprus, Nicosia, Cyprus, 8-9 June.
  • Skoulia, T., Louca, L. T. & Zacharia, Z. C. (2012). Alternating frames during teaching: The case of a science lesson. [In Greek, Εναλλαγή πλαισίων κατά τη διάρκεια της διδασκαλίας: Η περίπτωση ενός μαθήματος των Φυσικών Επιστημών]. Paper presented at the 12th Pancyprian Conference of the Pedagogical Company of Cyprus, Nicosia, Cyprus, 8-9 June.
  • Zacharia, C., Z., Louca, T.L. & Constantinou, C. P. (2012). Student modeling conversations in elementary school science. Paper presented at the American Educational Research Association annual conference (AERA).
  • Zacharia, C., Z. & Louca, T.L. (2011). Investigating how Graphical and Textual Computer-based Programming Environments Support Student Inquiry in Science during Modeling. Paper presented at the International Symposium on Models and Modeling Methodologies in Science and Engineering (MMMse 2011) at World Multiconference on Systemics, Cybernetics and Informatics (WMSCI 2011).
  • Louca, T. L., Santis, M. & Tzialli, D. (2011). Attending to Student Inquiry Vs. Implementing a Science Lesson Plan: The Case of a Student-Teacher. Paper presented at the European Science Education Research Association (ESERA) Conference, Lyon, France.
  • Louca, L. T., Skoulia, T., & Tzialli, D. (2011). Noticing and responding: Novice teacher abilities to identify and respond to their students’ inquiry. Paper presented at the European Science Education Research Association (ESERA) Conference, Lyon, France.
  • Tzialli, D., Louca, L. T., Zacharia Z. C. & Michaelides, M. P. (2011). Contextual dependencies of pre-service elementary teachers’ epistemologies. Paper presented at the European Science Education Research Association (ESERA) Conference, Lyon, France.
  • Constantinou, C. P., Louca, L., Tzialli, D., & Skoulia, T. (2011). Helping teachers to implement inquiry-based teaching in science: The case of 25 kindergarten teachers in Cyprus. Paper presented at the European Science Education Research Association (ESERA) Conference, Lyon, France.
  • Zacharia, Z. & Louca, L. (2011). Investigating How Graphical and Textual Computer-Based Programming Environments Support Student Inquiry In Science During Modeling. Paper presented at the American Educational Research Association annual conference (AERA).
  • Louca, L. T., Tzialli, D., Michaelides, M. P., & Zacharia Z. C. (2011). Do different contexts invoke different epistemologies? A critique of research methods used for studying personal epistemologies. Paper presented at the American Educational Research Association annual conference (AERA).
  • Louca, T. L., Santis, M. & Tzialli, D. (2011). Implementing a Lesson Plan Vs. Attending to Student Inquiry: The Struggle of a Kindergarten Student-Teacher During Teaching Science. Paper presented at the European Conference of the World Organization for Early Childhood Education (OMEP), Lefkosia, Cyprus.
  • Tzialli, D., Louca, L. T. & Zacharia Z. C. (2010). A comparative investigation of pre-service elementary teachers’ epistemologies in science education. [In Greek, Συγκριτική μελέτη των απόψεων προπτυχιακών εκπαιδευτικών δημοτικής εκπαίδευσης για τη φύση της Επιστήμης μέσα από τρείς διαφορετικές πηγές δεδομένων]. Paper presented at the 11th Pancyprian Conference of the Pedagogical Company of Cyprus, Nicosia, Cyprus, 4-5 June.
  • Tzialli, D., Louca, L. T., Zacharia Z. C. & Michaelides, M. P. (2010). Pre-service elementary teachers’ views of the nature of science when talking about the nature of science, enacting science and reflecting on their enactment. Paper presented at the American Educational Research Association annual conference (AERA).
  • Michaelides, M. P. & Louca, L. T. (2010). Pre Teachers’ interpretations of uncertainty in science with and without prompting. Paper presented at the American Educational Research Association annual conference (AERA).
  • Louca, T. L. & Tzialli, D. (2010). Implementing a Lesson Plan Vs. Attending to Student Inquiry: The Struggle of a Kindergarten Student-Teacher Between Different Frames During Teaching Science. Paper presented at the American Educational Research Association annual conference (AERA).
  • Michaelides, M. & Louca, L. (2009). Initial ideas of junior teachers about uncertainty in experimental measurements. Paper presented at the European Science Education Research Association (ESERA) Conference, Istanbul, Turkey.
  • Louca, L & Zacharia, Z. (2009). Characterizing Modeling-based Learning in Elementary Science. Paper presented at the European Science Education Research Association (ESERA) Conference, Istanbul, Turkey.
  • Louca, L., & Zacharia, Z. (2009). Developing models of physical phenomena with computer-based tools: Describing collaborative modeling-based inquiry. Paper presented at the European Association of Research in Learning & Instruction (EARLI) Conference, Amsterdam, The Netherlands.
  • Louca, L., & Zacharia, Z. (2009). Identify – Interpret/Evaluate – Respond: An alternative framework for analyzing classroom-based teacher discourse in science. Paper presented at the European Association of Research in Learning & Instruction (EARLI) Conference, Amsterdam, The Netherlands.
  • Louca, L. & Zacharia, Z. (2009). Objects, entities, behaviors and interactions: A typology of student-constructed computer-based models of physical phenomena. Paper presented at the American Educational Research Association annual conference (AERA), San Diego, CA.
  • Louca, L. (2008). Developing interpretive video-case studies of authentic classroom-based learning: Combining multiple data collection techniques and data analysis methodologies. Paper presented at the EUROQUAL Conference, Vienna, Austria, 1-3 September.
  • Louca, L., Zacharia, Z., & Constantinou, C. (2008). Describing the construction process of models of physical phenomena: A discourse-based analysis of elementary student modeling conversations. Paper presented at the National Association of Research in Science Teaching annual conference (NARST), Baltimore, MD.
  • Louca, L. (2008). The use of video-case studies of authentic lessons for investigating student abilities for inquiry in elementary science: Discussion of findings and methodological issues. Paper presented at the Symposium “Cypriot Children’s Voices Heard: Methodological and Epistemological Issues in Focus” at the International Childhood and Youth Research Network (ICYRNet) Conference, 28-29 May, Lefkosia, Cyprus.
  • Louca, L., Zacharia, Z., & Evagorou, A. (2008). Studying Students’ Mechanistic Reasoning, Analogical Reasoning, Argumentation and Scientific Explanations: The Case of Student Inquiry in the Elementary Science Classroom. Paper presented at the American Educational Research Association annual conference (AERA), New York, NY.
  • Louca, L., Tzialli, D., & Zacharia, Z. (2008). Investigating Instructional Strategies for Supporting Elementary Student Inquiry: A Video-Case Study of a Science Teacher. Paper presented at the American Educational Research Association annual conference (AERA), New York, NY.
  • Louca, L., Tzialli, D., & Zacharia, Z. (2007). Describing a teacher’s practices of supporting student scientific inquiry from a discourse perspective: a video case study. Paper presented at the European Science Education Research Association (ESERA) Conference, Malmö Sweden, 21-25 August.
  • Louca, L. & Hammer, D. (2007). Student abilities for scientific argumentation: The case of a 5th-6th grade discussion about a dropped pendulum. Paper presented at the European Science Education Research Association (ESERA) Conference, Malmö Sweden, 21-25 August.
  • Louca, L., Zacharia, Z., & Constantinou, C. (2007). School children modeling physical phenomena through programming: a discourse-based analysis of video case studies. Paper presented at the 12th European Association of Research in Learning & Instruction (EARLI), Budapest, Hungary, 28 August – 1 September 2007.
  • Louca, L., & Zacharia, Z. (2007). Nascent student inquiry in the elementary science classroom: The case of modeling combined projectiles & relative motion with Stagecast Creator. Paper presented at the 12th European Association of Research in Learning & Instruction (EARLI), Budapest, Hungary, 28 August – 1 September 2007.
  • Michael, M., Louca, L. & Constantinou, P., C. (2007). The development and use of particle-based models from elementary school models: the case of modeling through programming. [in greek] Paper presented at the 5th Greek Conference of Science Learning, Ioannina, Greece, 15-18 March 2007.
  • Michael, M., Louca, L. & Constantinou, P., C. (2006). Categorization of computer based model representations, made by students, through the development of evaluation criteria. Paper presented at the 3rd International Conference on Hands on Science, Braga, Portugal, 4-9 September 2006.
  • Louca, L., Zacharia, Z., Savva, A. (2006). Nascent Student Inquiry in the Elementary Science Classroom: The Case of Modeling through Programming. Paper presented at the American Educational Research Association annual conference (AERA 2006), San Francisco, CA.
  • Savva, A., Christoforides, M., & Louca, L. (2005). Programming as a means for communication for developing conceptual understanding in mathematics in the elementary school. [In Greek] Paper presented at the 1st Conference of the Greek Association for Research in Mathematics Education (G.A.R.M.E.).
  • Louca, L. (2005). Modeling through programming in early science education: A comparative description of scientific modeling with Microworlds LogoTM and Stagecast CreatorTM. Paper presented at the European Science Education Research Association (ESERA) 2005 Conference, Barcelona, Spain.
  • Louca, L. (2004). Programming Environments for Young Learners: A Comparison of Their Characteristics and Students’ Use. Paper presented at the Interaction, Design and Children annual conference, Maryland.
  • Louca, L. & Hammer, D. (2004). Modeling in science through computer programming: The cases of Microworlds Logo & Stagecast Creator. Paper presented at the National Association of Research in Science Teaching annual conference (NARST), Vancouver, Canada.
  • Louca, L., Hammer, D., & Kagey, T (2003). Specificity of epistemological knowledge: Context dependencies of epistemological resources. An example from a science discussion in a 3rd grade. Paper presented at the American Educational Research Association annual conference (AERA), Chicago, IL.
  • Louca, L., Hammer, D., & Bell, M. (2002, April). Elementary student inquiry in physical science: Answers, explanations, and arguments in a 5-6th grade discussion about a dropped pendulum. Paper presented at the American Educational Research Association annual conference (AERA), New Orleans, LA.
  • Louca, L. (2001, March). Implications of computer-based programming environments as modeling tools for student thinking and learning in Physical Science. Paper presented at the National Science Teachers Association annual conference (NSTA), St. Louis, MO.
  • Louca, L. (2001, March). The impact of computer-based programming environments in student thinking in physical science. Paper presented at the National Association of Research in Science Teaching annual conference (NARST), in the session: Collaborative Inquiry about the Process of Researching while Teaching. (co-Chairs: Roberts, D. & van Zee, E.), St. Louis, MO.
  • Louca, L. (2000, June). The development of curriculum materials for teaching modeling in science: An example from light and its properties. Presentation at the First Intensive Program of Mathematics Education: “New concepts in learning mathematics,” University of Cyprus, Nicosia, Cyprus.
  • Louca, L. & Constantinou, C. (1999). Pre-service teachers’ understandings of electric circuits: The construction of a mental model through a process of inquiry. Paper presented at the first Greek Conference of Science Education.