Position

Professor in Education
Education

Biography

Stella Vosniadou is Strategic Professor in the School of Education. In previous academic appointments she served as Professor of Cognitive Psychology, Chair of the Cognitive Science Division, and Chair of the Interdisciplinary Postgraduate Program in Basic and Applied Cognitive Science in the Department of Philosophy and History of Scinece, at the National and Kapodistrian University of Athens, and as a Senior Research Associate at the Center for the Study of Reading, University of Illinois in Urbana-Champaign.

Professor Vosniadou has more than 150 publications including authored and edited books and articles in refereed journal and edited volumes in the areas of cognitive development, cognitive psychology, conceptual change, and learning science and mathematics. She is well known internationally for her research for which she received the 2011 Distinguished International Contributions to Child Development Award by the Society for Research in Child Development. She is a fellow of the American Educational Research Association and of the International Academy of Education, and a frequent keynote speaker in International Conferences, Professor Vosniadou is the current editor of the 'Educational Practices Series' a publication of the International Academy of Education and of the International Bureau of Education of the UNESCO, and serves on the editorial board of five international journals, including the Educational Psychologist, Mathematical Learning and Thinking, and Human Development.

Qualifications

Ph.D. Psychology, Clark University, USA

M.A. Psychology and Education, Teachers College, Columbia University, USA

B.A. Brandeis University, USA

Honours, awards and grants

Distinguished International Contributions to Child Development Resesarch Award, Society for Research in Child Development, 2011

Fellow, American Educational Research Association (since 2012)

Fellow, International Academy of Education (since 1997)

Chair, Cognitive Science Society (2012-2013)

President, European Association for Research in Learning and Instruction (1995-1997)

Teaching interests

Cognitive - conceptual development in science and mathematics

Science and mathematics assessment, curriculum and education

Learning, self-regulated learning and its application in school settings

Initial teacher education, teacher thinking and learning

Research expertise

  • Cognitive psychology and educational practice
  • Cognitive science
  • Evaluating quality in teachers' and learners' knowledge
  • Psychology

Research interests

Research interests are in the area of Learning and Conceptual development, particularly in science and mathematics. Science and mathematics assessment and education. Self-regulated learning and its application in school settings. Initial teacher education and teacher thinking and learning.

Supervisory interests

  • Cognitive processes
  • Cognitive psychology
  • Cognitive psychology and educational practice
  • Education, science
  • Educational psychology
  • Learning and instruction
  • Learning and teaching
  • Mathematics education
  • Science education
  • Self-directed learning
  • Teacher education

RHD research supervision

Current

Principal supervisor : Cognitive science; mathematics cognition; computer-supported education (University of Athens) (1) ;

Associate supervisor : Assessment; mathematical cognition; mathematics education (1) ; Mathematics Education (1) ; Science Education (1) ; Special Education (1) ; Medical Education (1) ;

Completion

Associate supervisor : Science education; scientific epistemology; scientific thinking and reasoning (University of Hong Kong) (1) ;

Publications

  • Vosniadou, S. (2014). Autobiography of an Inadvertent Educational Researcher. In M. Ibarrola and D. Phillips, ed. Leaders in Educational Research: Intellectual Self-Portraits by Fellows of the International Academy of Education. Rotterdam: Sense Publishers, pp. 231-239.
  • Vosniadou, S. (2014). Conceptual Change. In D. C. Phillips, ed. Encyclopedia of Educational Theory and Philosophy. Thousand Oaks, California: Sage.
    [10.4135/9781483346229]
  • Vosniadou, S. and Kampylis, P. (2013). Innovation education meets with conceptual change research: Conceptual analysis and implications for education. In LV Shavinina, ed. The Routledge International Handbook on Innovation Education. Abingdon, UK: Routledge, pp. 68-78.
    [Web Link]
  • Vamvakoussi, X., Vosniadou, S. and van Dooren, W. (2013). The Framework Theory Approach Applied to Mathematics Learning. In S Vosniadou, ed. International Handbook of Research on Conceptual Change. 2nd ed. New York, USA: Routledge, pp. 305-321.
    [Web Link]
  • Vosniadou, S. (2013). Conceptual change in learning and instruction: The framework theory approach. In S Vosniadou, ed. International Handbook of Research on Conceptual Change. 2nd ed. New York, USA: Routledge, pp. 11-30.
    [10.4324/9780203154472.ch1] [Web Link]
  • Vosniadou, S. (2013). Foreword: Conceptual Change Research and the Role of Technology. In Chwee Beng Lee & David Jonassen, ed. Fostering Conceptual Change with Technology: Asian Perspectives. New Tech Park, Singapore: Cengage Learning, pp. xi-xxii.
  • Vosniadou, S. and Tsoumakis, P. (2013). Conceptual Change. In John Hattie, Eric M. Anderman, ed. International Guide to Student Achievement. New York, USA: Routledge, pp. 51-53.
  • Vosniadou, S. (2012). Reframing the classical approach to conceptual change: Preconceptions, misconceptions and synthetic models. In BJ Fraser, KG Tobin & CJ McRobbie, ed. Second International Handbook of Science Education. Dordrecht, Netherlands: Springer, pp. 119-130.
    [10.1007/978-1-4020-9041-7_10]
  • Vosniadou, S. and Mason, L. (2012). Conceptual Change Induced by Instruction: A Complex Interplay of Multiple Factors. In Karen R. Harris; Steve Graham; Tim Urdan, ed. APA Educational Psychology Handbook. Washington, DC: American Psychological Association, pp. 221-246.
  • Vosniadou, S. (2010). Instructional considerations in the use of external representations: the distinction between perceptually based depictions and pictures that represent conceptual models. In Lieven Verschaffel, Erik de Corte, Ton de Jong, Jan Elen, ed. Use of Representations in Reasoning and Problem Solving. New York/Abingdon: Routledge, pp. 36-54.
  • Vosniadou, S. (2009). Science education for young children: a conceptual change point of view. In Oscar A. Barbarin, Barbara Hanna Wasik, ed. Handbook of Child Development and Early Education: Research to Practice. New York: Guilford Press, pp. 544-557.
  • Vosniadou, S., Vamvakoussi, X. and Skopeliti, I. (2008). The Framework Theory Approach to the Problem of Conceptual Change. In Stella Vosniadou, ed. International Handbook of Research on Conceptual Change. 1st ed. New York/Abingdon: Routledge, pp. 3-34.
  • Vosniadou, S. (2008). Conceptual Change Research: An Introduction. In Stella Vosniadou, ed. International Handbook of Research on Conceptual Change. 1st ed. New York/Abingdon: Routledge, pp. xiii-xxviii.
  • Vosniadou, S. (Ed.). (2013). International Handbook of Research on Conceptual Change. 2nd (revised) ed. New York/Abingdon: Routledge.
  • Vosniadou, S. (Ed.). (2008). International Handbook of Research on Conceptual Change. 1st ed. New York/Abingdon: Routledge.
  • Vosniadou, S. and Ortony, A. (Eds.). (1989). Similarity and Analogical Reasoning. New York: Cambridge University Press.
  • Lawson, M.J., Vosniadou, S. and Askell-Williams, H. (2016). Knowledge and beliefs about self-regulation of learning. AARE. Australian Association of Research in Education Annual conference 2016. Melbourne. Nov 2016.
    [Web Link]
  • Lawson, M.J., Vosniadou, S., Askell-Williams, H., Wyra, M.D., Van Deur, P.A. and Napier, R. (2016). Symposium: Beliefs and Knowledge about Learning and Teaching in Teachers and Students . Paper 2 Teachers and Pre-Service Teachers’ Knowledge about Learning and Teaching. AARE. Australian Association of Research in Education Annual conference.
  • Vosniadou, S. (2009). 'Conceptual Metaphor Meets Conceptual Change': Yes to Embodiment, No to Fragmentation. HUMAN DEVELOPMENT, 52(3) pp. 198-204.
    [10.1159/000213892] [Scopus]
  • Vosniadou, S. (2008). Bridging culture with cognition: a commentary on "culturing conceptions: from first principles" Cultural Studies of Science Education, 3(2) pp. 277-282.
    [10.1007/s11422-008-9098-9] [Scopus]
  • Vosniadou, S., Pnevmatikos, D., Makris, N., Ikospentaki, K., Lepenioti, D., Chountala, A., et al. (2015). Executive Functions and Conceptual Change in Science and Mathematics Learning. In Carlson, L., Hoelscher,C., & Shipley. T. F., ed. Proceedings of the 37th Annual Meeting of the Cognitive Science Society. Cognitive Science Society. 37th Annual Meeting of the Cognitive Science Society. Pasadena, California, USA. Jul 2015, pp. 2529-2534.
    [Web Link]
  • Skopeliti, I. and Vosniadou, S. (2015). Categorical information improves the effectiveness of refutation texts. In Gabriella Airenti, Bruno G Bara, Giulio Sandini, ed. Proceedings of the 4th Euro AsianPacific Joint Conference on Cognitive Science. Torino, Italy: CEUR-WorkShop Proceedings. EuroAsianPacific Joint Conference on Cognitive Science. Sep 2015, pp. 78-83.
  • Lepenioti, D., Vosniadou, S. and Alexandris, C. (2014). Designing an Interactive Tutoring Tool for Improving Mathematical Skills. In C. Stephanides, ed. Posters’ Extended Abstracts Communications in Computer and Information Science. Springer: Springer. 6th International Conference on Human-Computer Interaction. Heraklion, Crete, Greece. Jun 2014, pp. 106-111.
    [Web Link]
  • DeWolf, M. and Vosniadou, S. (2011). The whole number bias in fraction magnitude comparisons with adults. In L. Carlson, C. Hoelscher & T.F. Shipley, ed. Proceedings of the 33rd Annual Meeting of the Cognitive Science Society. Austin, TX, USA: Cognitive Science Society. 33rd Annual Meeting of the Cognitive Science Society. Boston, Massachusetts, USA, pp. 1751-1756.
    [Web Link]
  • Matlen, B.J., Vosniadou, S., Jee, B.D. and Ptouchkina, M. (2011). Enhancing the comprehension of science text with visual analogies. In L. Carlson, C. Hoelscher & T.F. Shipley, ed. Proceedings of the 33rd Annual Meeting of the Cognitive Science Society. Austin, TX, USA: Cognitive Science Society. 33rd Annual Meeting of the Cognitive Science Society. Boston, MA, USA. Jul 2011, pp. 2910-2915.
    [Web Link]
  • Vamvakoussi, X., Katsigiannis, K. and Vosniadou, S. (2009). Bridging the gap between discreteness and density. In M. Tzekaki, M. Kaldrimidou, & C. Sakonidis, ed. Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education. Thessaloniki, Greece: International Group for the Psychology of Mathematics Education. 33rd Conference of the International Group for the Psychology of Mathematics Education. Thessaloniki, Greece. Jul 2009, pp. 273-280.
  • Christou, K. and Vosniadou, S. (2009). Misinterpreting the use of literal symbols in Algebra. In M. Tzekaki, M. Kaldrimidou, & C. Sakonidis, ed. Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education. Thessaloniki, Greece: International Group for the Psychology of Mathematics Education. 33rd Conference of the International Group for the Psychology of Mathematics Education. Thessaloniki, Greece. Jul 2009, pp. 329-339.
  • Skopeliti, I., Gerakaki, S. and Vosniadou, S. (2009). The role of analogies in College students' understanding of counter-intuitive expository text. In Boicho Kokinov, Keith Holyoak, and Dedre Gentner, ed. New Frontiers in Analogy Research. NBU Press. 2nd International Analogy Conference. Sofia, Bulgaria. Jul 2009, pp. 423-432.
    [Web Link]
  • DeWolf, M. and Vosniadou, S. (2015). The Representation of Fraction Magnitudes and the Whole Number Bias Reconsidered. Learning and Instruction, 37 pp. 39-49.
    [10.1016/j.learninstruc.2014.07.002]
  • Vosniadou, S. and Skopeliti, I. (2014). Conceptual Change from the Framework Theory Side of the Fence. Science & Education, 23(7) pp. 1427-1445.
    [10.1007/s11191-013-9640-3] [Scopus]
  • Vosniadou, S. (2014). Examining cognitive development from a conceptual change point of view: The framework theory approach. European Journal of Developmental Psychology, 11(6) pp. 645-661.
    [10.1080/17405629.2014.921153] [Scopus]
  • Kyriakopoulou, N. and Vosniadou, S. (2014). Using Theory of Mind to Promote Conceptual Change in Science. Science & Education, 23(7) pp. 1447-1462.
    [10.1007/s11191-013-9663-9] [Scopus]
  • Vosniadou, S. (2013). Model based reasoning and the learning of counter-intuitive science concepts. Infancia y Aprendizaje: Journal for the Study of Education and Development, 36(1) pp. 5-33.
    [10.1174/021037013804826519] [Scopus]
  • Christou, K. and Vosniadou, S. (2012). What Kinds of Numbers Do Students Assign to Literal Symbols? Aspects of the Transition from Arithmetic to Algebra. MATHEMATICAL THINKING AND LEARNING, 14(1) pp. 1-27.
    [10.1080/10986065.2012.625074] [Scopus]
  • Vamvakoussi, X. and Vosniadou, S. (2012). Bridging the gap between the dense and the discrete: The number line and the 'rubber line' bridging analogy. MATHEMATICAL THINKING AND LEARNING, 14(4) pp. 265-284.
    [10.1080/10986065.2012.717378] [Scopus]
  • Vamvakoussi, X. and Vosniadou, S. (2010). How Many Decimals Are There Between Two Fractions? Aspects of Secondary School Students' Understanding of Rational Numbers and Their Notation. COGNITION AND INSTRUCTION, 28(2) pp. 181-209.
    [10.1080/07370001003676603] [Scopus]
  • Vosniadou, S., Ioannides, C., Dimitrakopoulou, A. and Papademetriou, E. (2001). Designing learning environments to promote conceptual change in science. Learning and Instruction, 11(4-5) pp. 381-419.
    [Scopus]
  • Vosniadou, S. (1994). Capturing and Modeling the Process of Conceptual Change. Learning and Instruction, 4(1) pp. 45-69.
    [Scopus]
  • Vosniadou, S. and Brewer, W.F. (1994). Mental Models of the Day/Night Cycle. Cognitive Science, 18(1) pp. 123-183.
    [10.1207/s15516709cog1801_4] [Scopus]
  • Vosniadou, S. and Brewer, W.F. (1992). Mental Models of the Earth: A Study of Conceptual Change in Childhood. COGNITIVE PSYCHOLOGY, 24(4) pp. 535-585.
    [10.1016/0010-0285(92)90018-W] [Scopus]
  • Vosniadou, S. and Brewer, W.F. (1987). Theories of Knowledge Restructuring in Development. REVIEW OF EDUCATIONAL RESEARCH, 57(1) pp. 51-67.
    [Web Link]
  • DeWolf, M. and Vosniadou, S. (2015). The Representation of Fraction Magnitudes and the Whole Number Bias Reconsidered. Learning and Instruction, 37 pp. 39-49.
    [10.1016/j.learninstruc.2014.07.002]
  • Vosniadou, S. and Kampylis, P. (2013). Innovation education meets with conceptual change research: Conceptual analysis and implications for education. In LV Shavinina, ed. The Routledge International Handbook on Innovation Education. Abingdon, UK: Routledge, pp. 68-78.
    [Web Link]
  • Vamvakoussi, X., Vosniadou, S. and van Dooren, W. (2013). The Framework Theory Approach Applied to Mathematics Learning. In S Vosniadou, ed. International Handbook of Research on Conceptual Change. 2nd ed. New York, USA: Routledge, pp. 305-321.
    [Web Link]
  • Vosniadou, S. (2013). Conceptual change in learning and instruction: The framework theory approach. In S Vosniadou, ed. International Handbook of Research on Conceptual Change. 2nd ed. New York, USA: Routledge, pp. 11-30.
    [10.4324/9780203154472.ch1] [Web Link]
  • Vosniadou, S. (2012). Reframing the classical approach to conceptual change: Preconceptions, misconceptions and synthetic models. In BJ Fraser, KG Tobin & CJ McRobbie, ed. Second International Handbook of Science Education. Dordrecht, Netherlands: Springer, pp. 119-130.
    [10.1007/978-1-4020-9041-7_10]
  • Vosniadou, S. and Mason, L. (2012). Conceptual Change Induced by Instruction: A Complex Interplay of Multiple Factors. In Karen R. Harris; Steve Graham; Tim Urdan, ed. APA Educational Psychology Handbook. Washington, DC: American Psychological Association, pp. 221-246.
  • Vosniadou, S. (2010). Instructional considerations in the use of external representations: the distinction between perceptually based depictions and pictures that represent conceptual models. In Lieven Verschaffel, Erik de Corte, Ton de Jong, Jan Elen, ed. Use of Representations in Reasoning and Problem Solving. New York/Abingdon: Routledge, pp. 36-54.
  • Vosniadou, S. (2009). Science education for young children: a conceptual change point of view. In Oscar A. Barbarin, Barbara Hanna Wasik, ed. Handbook of Child Development and Early Education: Research to Practice. New York: Guilford Press, pp. 544-557.
  • Vosniadou, S. (2008). Conceptual Change Research: An Introduction. In Stella Vosniadou, ed. International Handbook of Research on Conceptual Change. 1st ed. New York/Abingdon: Routledge, pp. xiii-xxviii.
  • Vosniadou, S., Vamvakoussi, X. and Skopeliti, I. (2008). The Framework Theory Approach to the Problem of Conceptual Change. In Stella Vosniadou, ed. International Handbook of Research on Conceptual Change. 1st ed. New York/Abingdon: Routledge, pp. 3-34.

Expertise for media contact

Subject Titles

  • Cognitive science
  • Education - Science
  • Psychology

Contact

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