Publications

  • Iordanou, K. (2022). Supporting strategic and meta-strategic development of argument skill: the role of reflection. Metacognition and Learning. Doi:10.1007/s11409-021-09289-1

  • Iordanou, K. & Kuhn, D. (2020). Contemplating the opposition: Does a personal touch matter? Discourse Processes. 57(4), 343-359

  • Iordanou, K., Kendeou, P., & Zembylas, M. (2020). Examining my-side bias during and after reading controversial historical accounts. Metacognition and Learning, 15(3), 319-342

  • Chinn, C. & Iordanou, K. (2023). Learning Theories. In D. Zeidler & J. Lederman, (Eds). Handbook of Research on Science Education, Volume III. Taylor & Francis

  • Kuhn, D. & Iordanou, K. (2022). Why do people argue past one another rather than with one another? In D. Dunning & N. Ballantyne. Reason, Bias, and Inquiry: New Perspectives from the Crossroads of Epistemology and Psychology. Oxford University Press

  • Iordanou, K., Muis, K. R., & Kendeou, P. (2019). Epistemic perspective and online epistemic processing of evidence: Developmental and domain differences. The Journal of Experimental Education, 87(4), 531-551

  • Iordanou, K. & Antoniou, K. (2022). Tackling bias in AI and promoting responsible research and innovation: Insights from discussions with different stakeholders. In El Morr, C. AI and Society: Tensions and Opportunities. Routledge, Taylor & Francis

  • Ryan, M., Christodoulou, E., Antoniou, J., & Iordanou, K. (2022). An AI ethics ‘David and Goliath’: value conflicts between large tech companies and their employees. AI & Society, 1-16

  • Iordanou, K., (2022). Supporting critical thinking through engagement in dialogic argumentation: Taking multiple considerations into account when reasoning about genetically modified food. In M, Jimenez-Aleixandre, B., Puig Mauriz. Critical Thinking in Biology & Environmental Education: Facing Challenges in a Post-Truth World (pp. 93-111.) Springer, Cham

  • Baytelman, A., Iordanou, K., & Constantinou, C. P. (2022). Prior Knowledge, Epistemic Beliefs and Socio-scientific Topic Context as Predictors of the Diversity of Arguments on Socio-scientific Issues. In Current Research in Biology Education (pp. 45-57). Springer, Cham

  • Rapanta, C., & Iordanou, K. (2022). Argumentation and critical thinking. In T. Robert, F. Rizvi, K. Ercikan & G. Smith. International Encyclopedia of Education (4th Edition). Elsevier Science Publishing

  • Iordanou, K., Aharonson, V., Christodoulou, V., Karpasitis, C., Joselowitz J., Lilford, B., De-Vos, M., & Muraleedharan, S., (2022). Collaborative Learning in YouTube: UnderWhich Conditions Can Learning Happen or Fail to Happen? In Weinberger, A., Chen,W., Hernández-Leo, D., & Chen, B. (Eds.). (2022). Proceedings of the 15th International Conference on Computer-Supported Collaborative Learning-CSCL 2022. Hiroshima, Japan: International Society of the Learning Sciences

  • Iordanou, K., & Rapanta, C. (2021). “Argue with me”: A method for developing argument skills. Frontiers in Psychology, 12

  • Christodoulou, E., & Iordanou, K. (2021). Democracy under attack: Challenges of addressing ethical issues of AI and Big Data for more democratic digital media and societies”. Frontiers in Political Science

  • Hendriks, F., Mayweg-Paus, E., Felton, M., Iordanou, K., Jucks, R., & Zimmermann, M. (2020). Constraints and affordances of online engagement with scientific information—A Literature review. Frontiers in Psychology, 11, 3458

  • Iordanou, K., Christodoulou, E., & Antoniou, J.. (2020). D2.2 Report of interview analysis (Version 2). De Montfort University. https://doi.org/10.21253/DMU.13168265.v2 [Technical Report for EC]

  • Baytelman, A., Iordanou, K., & Constantinou, C. (2020). Epistemic beliefs and prior knowledge as predictors of the construction of different types of arguments on socio-scientific issues. Journal of Research in Science Teaching, 57(8), 1199-1227

  • Lytzerinou, E., & Iordanou, K. (2020). Teachers’ ability to construct arguments, but not their perceived self-efficacy of teaching, predicts their ability to evaluate arguments. International Journal of Science Education, 42(4), 617-634

  • Ioannou, K., & Iordanou, K. (2019). Elementary school students’ epistemic perspective and learning strategies in history. Learning: Research and Practice, 1-17

  • Iordanou, K. (2019). Involving Patients in Research? Responsible research and innovation in European Healthcare SMEs. Cambridge Quarterly of Healthcare Ethics, 28(1), 144-152

  • Iordanou, K. (2017). From theory of mind to epistemic cognition. A Lifespan perspective. Frontline Learning Research, 4(5), 106 – 119. (IF: NA)

  • Iordanou, K., Kendeou., P., & Beker, K. (2016). Argumentative Reasoning. In W. Sandoval, J. Greene, & I., Bråten. (Eds). Handbook of Epistemic Cognition. New York, NY: Routledge

  • Iordanou, K. (2016). Developing epistemological understanding through argumentation in scientific and social domains. Zeitschrift für Pädagogische Psychologie. 30(2-3), 109-119

  • Iordanou, K. & Constantinou. C. P. (2015). Supporting use of evidence in argumentation through practice in argumentation and reflection in the context of SOCRATES learning environment. Science Education, 99, 282–311

  • Diakidoy, Ι., Christodoulou, S., Floros, G., & Iordanou, K., & Kargopoulos, P. (2015). Forming a belief: The contribution of comprehension to the evaluation and persuasive impact of argumentative text. British Journal of Educational Psychology, 85(3), 300-315. doi:10.1111/bjep.12074

  • Iordanou, K. & Constantinou. C. P. (2014). Developing Pre-Service Teachers’ Evidence-Based Argumentation skills on Socio-Scientific Issues. Learning & Instruction. 34, 42-57

  • Iordanou, K. (2013). Developing face-to-face argumentation skills: Does arguing on the computer help? Journal of Cognition and Development, 14(2), 292-320

  • Iordanou, K. (2010). Developing argument skills across scientific and social domains. Journal of Cognition and Development, 11(3), 293-327

  • Iordanou, K., & Kuhn, D. (2009). Arguing on the computer in scientific and non-scientific domains. In Proceedings of the 9th international conference on Computer supported collaborative learning. International Society of the Learning Sciences, 1, 576-585

  • Kuhn, D., Goh, W., Iordanou, K., & Shaenfield, D. (2008). Arguing on the computer: A microgenetic study of developing argument skills in a computer-supported environment. Child Development, 79(1), 233-234

  • Kuhn, D., Iordanou, K., Pease, M., & Wirkala, C. (2008). Beyond control of variables: What needs to develop to achieve skilled scientific thinking? Cognitive Development, 23, 435–451. (IF: 1.897)