Dr. Eleni A. Kyza is an Assistant Professor in Information Society at the Cyprus University of Technology.  Dr. Kyza holds a Ph.D. degree from the Learning Sciences program at Northwestern University, with a specialization in Cognitive Science, a master's degree in Technology in Education from the Harvard Graduate School of Education, a B.Sc. in Education, summa cum laude, with a concentration in Educational Media and Technology from Boston University, and a Teacher's Diploma, from the Pedagogical Academy of Cyprus. Her undergraduate and graduate studies were funded through CASP/Fulbright scholarships. Her post-doctoral studies with the Learning in Science Group, at the University of Cyprus, were funded through a European Commission IRG Marie Curie Fellowship and from the Cyprus Research Promotion Foundation.

Her research interests focus on the investigation of new technologies in learning and teaching and the design of technology-enhanced learning environments. Since 2004 she has been developing the web-based learning and teaching platform STOCHASMOS (www.stochasmos.org), with the goal of researching the contribution of technology-supported scaffolding to support middle school students’ scientific literacy practices and inquiry-based learning in science.

Her research has been supported by national and European funds, such as project STOCHASMOS and SYNERGASIA, which were funded by the Cyprus Research Promotion Foundation and the 7^th Framework-Programme of the European Commission.  Between the years of 2008-2011 she served as the coordinator of the FP7 program “Digital support for Inquiry, Collaboration, and Reflection on Socio-Scientific Debates” (CoReflect), which was the first FP7 program to be awarded to the Cyprus University of Technology. CoReflect focused on the design, empirical validation, and research of web- and inquiry-based socio-scientific learning environments to support students’ learning in science.

Currently, Dr. Kyza is the principal investigator and partner of two FP7 Science-in Society projects: project PROFILES (www.cut.ac.cy/profiles,www.profiles-project.eu) which is coordinated by  Professor Claus Bolte at the Freie Universitat, Berlin, Germany and project PARRISE which is coordinated by Dr. Marie-Christine Knippels at Utrecht University in the Netherlands.  Both projects focus their actions on teachers, professional development and inquiry-based learning.

Dr. Kyza has founded and is the program director of the master’s program New Technologies for Communication and learning at the Department of Communication and Internet Studies. Since 2012, she is serving as an Associate Editor of the journal Instructional Science (http://rd.springer.com/journal/11251).  She is a member of several professional associations, notably the International Society of the Learning Sciences –ISLS- (www.isls.org), the European Association for Research on Learning and Instruction –EARLI- (www.earli.org),  the European Science Education Research Association –ESERA- (www.esera.org) and the European Association of Technology-Enhanced Learning –EATEL- (ea-tel.eu).  She has recently been named President-Elect of the International Society of the Learning Sciences (ISLS), with her term officially beginning in June 2014. 

Curriculum Vitae

 Peer-reviewed journal articles

Herodotou, C., Kyza, E. A., Nicolaidou, I., Hadjichambis, A., Kafouris, D., & Terzian, F. (2011). The Development and Validation of the GMOAS, an Instrument Measuring Secondary School Students' Attitudes Towards Genetically Modified Organisms. International Journal of Science Education, Part B, 1-17. doi: 10.1080/09500693.2011.637580

Nicolaidou, I., Kyza, E. A., Terzian, F., Hadjichambis, A., & Kafouris, D. (2011). A framework for scaffolding students' assessment of the credibility of evidence. Journal of Research in Science Teaching, 48(7), 711-744. doi: 10.1002/tea.20420

Kyza, E. A., Constantinou, C. P., & Spanoudis, G. (2011).  Sixth graders’ conceptual understanding of biotic and abiotic factors during a disturbance in an ecosystem. International Journal of Science Education.  doi: 10.1080/09500693.2010.550951, 1-37.

Kyza, E. A. (2009). Middle-School Students' Reasoning About Alternative Hypotheses in a Scaffolded, Software-Based Inquiry Investigation.Cognition and Instruction, 27(4), 277-311. doi: 10.1080/07370000903221718.

Kyza, E., & Edelson, D. C. (2005).  Scaffolding middle-school students’ coordination of theory and evidence. Educational Research and Evaluation, 11 (6), 545-560.

Quintana, C., Reiser, B. J., Davis, E. A., Krajcik, J., Fretz, E., Golan, R., Kyza, E., Edelson, D., Soloway, E.  (2004). A Scaffolding Design Framework for Designing Educational Software. The Journal of the Learning Sciences, 13(4), 337-386.

Peer-reviewed book chapters

Kyza, E. A., Herodotou, C., Nicolaidou, I., Redfors, A., Hansson, L., Schanze, S., Saballus, U., Papadouris, N.  & Michael, G. (In Press).  Adapting web-based inquiry learning environments from one country to another: The CoReflect experience.  In C. Bruguiere, P. Clement, and A. Tiberghien, 9^th ESERA Conference Selected Contributions. Topics and trends in current science education. Springer.

Redfors, A., Hansson, L., Kyza, E. A., Nicolaidou, I., Asher, I., Tabak, I., Papadouris, N. & Avraam, C. (In Press).  CoReflect –web-based inquiry learning environments on socio-scientific issues.  In C. Bruguiere, P. Clement, and A. Tiberghien, 9^th ESERA Conference Selected Contributions. Topics and trends in current science education. Springer.

Kyza, E. A. (2013).  Use of networked technologies to foster student collaboration and reflection.  In C. Mouza & N. C. Lavigne (Eds.)Emerging Technologies for the Classroom: A Learning Sciences Perspective. Springer.

Kyza, E. A. (2013). The role of new technologies in teaching and learning science. [In Greek.] In L. Avraamidou & M. Evagorou (Eds.) Current Trends in Science Teaching in K-6.

Kyza, E. A., Erduran, S., & Tiberghien, A. (2009). Technology Enhanced Science Learning. In N. Balacheff, S. Ludvigsen, T. de Jong, A. Lazonder, S. Barnes, L. Montandon (Eds.). Technology Enhanced Learning: Contributions of Kaleidoscope Network. (pp. 121-134).  Dordrecht: Springer.

Spanoudis, G. & Kyza, E.A. (2009). Integrating knowledge of cognitive system and e-learning applications. In C., Mourlas, N., Tsianos, & P. Germanakos (Eds.), Cognitive and Emotional Processes in Web-based Education: Integrating Human Factors and Personalization, Advances in Web-Based Learning Book Series.  (pp.72-85).  Hershey, PA: IGI Global Publishing.  

Kyza, E. A. & Constantinou, C. P. (2008).  A design-based approach to professional development: the need to see teachers as learners to achieve excellence in inquiry-based science education.  In Zumbach, J.; Schwartz, N.; Seufert, T.; Kester, L. (Eds.) “Beyond Knowledge: the Legacy of Competence Meaningful Computer-based Learning Environments”. (pp.173-181).   Springer. 

Peer-reviewed conference proceedings

Pavlou, A. & Kyza, E. A. (2013). An investigation of two methods for the technological mediation of collaborative peer feedback in higher education.  In Lecture Notes in Computer Science, Springer Verlag. [Proceedings of EC-TEL2013 Scaling up Learning for Sustained Impact. September 17-21, 2013, Paphos, Cyprus. ]

Kyza, E. A., Georgiou, Y., Hadjichambi, D. & Hadjichambis, A. (2013). Teacher Framing, Classroom Collaboration Scripts, and Help-Seeking and Help-Giving Behaviors.  In N. Rummel, M. Kapur, M. Nathan, S. Puntambekar (Eds.) To see the world and a grain of sand: Learning across levels of space, time and scale.  Proceedings of the 10^th International Conference of Computer Supported Collaborative Learning.   Madison, WI: International Society of the Learning Sciences (ISLS), 2013.

Kyza, E. A., Michael, G., & Constantinou, C. P. (2011). The design and investigation of a web based synchronous and asynchronous peer feedback mechanism.  Proceedings of the 9^th International Conference on Computer Supported Collaborative Learning, University of Hong Kong, Hong Kong, China, (July 4-8, 2011). [Short paper.]

Milioni, D. L. & Kyza, E.A. (2009).  How do we study the blogosphere? Research and methods of assessing the impact of blogging on the public sphere.  Proceedings of the International Conference “New Media and Information: Convergences and Divergences”, May 6-9, Athens, Greece.

Kyza, E. A. (2008).  Promises, Challenges, and Realities of a Design-based Approach to e-Portfolios.  Proceedings of the 7th European Conference on E-Learning (ECEL 2008), Grecian Bay Hotel, Ayia Napa, Cyprus, 6-7 November 2008.

Kyza, E. A., Michael, G., & Constantinou, C. P. (2007). The rationale, design, and implementation of a web-based inquiry learning environment.  In Zacharia, Z. C. & Constantinou, C. P., (Eds.) Proceedings of the 8^th International Conference on Computer-based learning in Science. Crete, Greece.

Ioannou, A. S., Constantinou, C. P., Papadouris, N., & Kyza, E. A. (2007).  Development and assessment of web based curriculum materials for decision-making about socio-scientific issues: the example of trace chemicals in drinking water.   In Zacharia, Z. C. & Constantinou, C. P., (Eds.) Proceedings of the 8^th International Conference on Computer-based learning in Science. Crete, Greece.

Kyza, E. A. & Constantinou, C. P. (2006).  Investigating the mechanisms scaffolding 6th grade students’ evidence-based explanations in the context of an ecology problem.  Proceedings of the Fifth Panhellenic conference of information and communication technologies in education.  October 5-8, Thessaloniki, Greece.[In Greek.]

Kyza, E. (2005.) Supporting data-rich inquiries on the Web.  In Zacharia, Z. C. & Constantinou, C. P., (Eds.) Proceedings of the 7^thInternational Conference on Computer-based learning in Science. Zilina, Slovakia.