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Institution: National University of Ireland Maynooth (NUIM)
Address: University of Maynooth, Department of Education
Postal Code: W23 F2H6
Nikolaos Fotou is a lecturer in science education. He has studied Physics at the University of Crete in Greece and obtained his MA degree in science education at the University of Leeds, UK. He Started his PhD at the University of York and after successfully completing two years he was transferred back to the University of Leeds where he received his PhD, in the area of students’ ideas, reasoning and self-generation of analogies. He has three years of experience as a secondary and high school physics, mathematics and chemistry teacher. He has also worked for the past 7 years as a physics and mathematics private tutor and supply teacher, teaching students from primary up to first-year undergraduates. In 2016 he worked in the Science and Technology Education Group, University of Lincoln on a project aiming at improving students’ achievement in, and attitudes towards science and on a small scale study exploring the achievement and understanding of primary education children with SEND. Within the same year, he worked in a British, non-ministerial government department providing physics subject and assessment expertise to produce a functioning assessment of practical skills in science. In 2015 he worked as an editorial assistant for the Tools and Mathematics book which is an exploration of issues in mathematics education related to tools and how such tools can be used as instruments for learning. In 2014 he worked as a research assistant in a research looking at the use of ICT in mathematics classrooms. During 2012-2014 he was involved, as a research assistant, in different phases of the Wellcome Trust funded CPD project for primary science specialists. He is particularly keen to foster a more evidence-based, as opposed to opinion-based, approach to educational initiatives and his research interests are in science, physics and mathematics education with a focus on analogical reasoning, self-generation of analogies, nature of students’ knowledge, teaching and learning in the context of interactive pedagogies, by the use of ICT and design and evaluation of educational interventions.
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