Olga Gkioka

Assist. Prof.
EF 512
0212 359 4611

PhD., Physics Education, Faculty of Education, London South Bank 
University, 2004

MA., Physics Education, Institute of Education, University of London, 

BSc., Physics, Department of Physics, University of Patras, Greece


van Kampen P. and Gkioka, O. (2021) Undergraduate students’ reasoning about the quality of
    experimental measurements of covarying secondary data. European Journal of Physics.

Gkioka, O. (2019). Pre-service Physics Teachers’ Difficulties in Evaluating Experimental
    Evidence. Education and Science, 44 (199), 103-126. DOI: 10.15390/EB.2019.8030

Gioka, O. (2009). Teacher or examiner? The tensions between formative and summative
     assessment in the case of science coursework. Research in Science Education, 39, 411-428. DOI:

Gioka, O. (2007). Assessment for learning in biology lessons. Journal of Biological Education,
    41(3), 113-116. ttps://

Gioka, O. (2007). Assessment for learning in teaching and assessing graphs in science
    investigation lessons. Science Education International, 18(3), 189-208.

Gioka, O. (2006) Assessment for learning in physics investigations: Assessment criteria,
    questions and feedback in marking. Physics Education, 41(4), 341-346.

Gkioka, O. (2020). Fizik Öğretmen Adaylarının Öğrencilerin Fizik Laboratuvar Performansını
    Değerlendirmeyi Öğrenmesi. Pre-Service Physics Teachers Learn to Assess Student Performance
    in the School Physics Laboratory. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik
    Eğitimi Dergisi (EFMED), 14(2), 1080-1112. Doi: 10.17522/balikesirnef.742602

Gkioka, O. (2020) Experiments in Physics Teaching: Towards an Approach to Laboratory Skills
    Development. Fizik Öğretiminde Deneyler: Laboratuvar Becerilerinin Gelişimine İlişkin Bir
    Yaklaşım. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi (EFMED),
    14 (1), 1-29. Doi: 10.17522/balikesirnef.560416

Gkioka, O. (2019). Preparing pre-service secondary physics teachers to teach in the physics
    laboratory: Results from a three-year research project. In the AIP Conference Proceedings 2075,
    180009 (2019).

Gkioka, O. (2019). Learning how to teach experiments in the school physics laboratory. Journal
    of Physics, vol 1286 (1), 012016. Institute of Physics (IoP). DOI: doi:10.1088/1742-

Gioka (Gkioka), O. (2014). Linking different domains of physics through the mathematical tool
    of integrals. In F. M. Taşar (ed.) ‘The Role of Context, Culture, and Representations in Physics
    Teaching and Learning’. (selected papers) (pp 1143-1154) (ISBN: 978-605-364-658-7) Ankara:
    Pegem Academik.

Gioka (Gkioka), O. (2012). Preparing Physics teachers to teach effectively in the school
    laboratory. In A. Lindell, A.-L. Kähkönen, & J. Viiri (Eds.), Physics Alive! (selected papers) (pp.
    31-36). Jyväskylä: University of Jyväskylä. (ISBN: 978-951-39-4801-6).

Gioka (Gkioka), O. (2008) Teacher or assessor? Balancing the tensions between formative and
    summative assessment in science teaching. In the book: A. Havnes and L. McDowell (Eds.)
    (2008). Balancing dilemmas in assessment and learning in contemporary education (vol. 10, pp
    145-156). New York: Routledge Taylor & Francis Group (ISBN: 978-0-415-95584-3).