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academic profile

Current research
  • STEM concept formation in the early years
  • science learning and development in dialectical interrelation with the child’s social and cultural reality
  • science teaching and learning as part of the everyday educational reality in preschool settings
  • play, imagination, and creativity as means for teaching and learning science/STEM in preschool settings
  • children’s drawings as a means for teaching and learning science in preschool settings
  • scientific literacy in the early years
  • Cultural-historical theory and methodology
 
Research - Scientific Fields
Scientific fields:
Preschool Education, Science Teaching
Research Fields:
Science Teaching, Science and Scientific Entities, Teaching of Scientific Entities
Keywords:
Preschool Education, Sciences and their meanings
 
Studies

2014-2017: Ph.D., Department of Educational Science and Early Childhood Education (Dpt of ESECE), University of Patras, Greece

2011-2013: Master Degree in “Natural Sciences Didactics: The Curriculum, Evaluation and ICT in Education”, Dpt of ESECE, University of Patras, Greece

2000-2004: Diploma of Educational Science and Early Childhood Education, Dpt of ESECE, University of Patras, Greece

 
Recent publications

Α. Research papers

  1. Fragkiadaki, G, Fleer, M., & Rai, P. (in press). Science concept formation during infancy, toddlerhood, and early childhood: Developing a scientific motive over time. Research in Science Education.
  2. Fleer, M., Fragkiadaki, G., & Rai, P. (2022) The dialectical relation of real and digital Conceptual PlayWorlds in Family Day Care, International Journal of Early Years Education. https://doi.org/10.1080/09669760.2022.2041406
  3. Fleer, M., Fragkiadaki, G., & Rai, P. (2022). The place of theoretical thinking in professional development: Bringing science concepts into play practice. Learning, Culture and Social Interaction, 32, 100591. https://doi.org/10.1016/j.lcsi.2021.100591
  4. Fragkiadaki, G., Fleer, M., & Rai, P. (2021). The social and cultural genesis of collective imagination during infancy. Learning, Culture and Social Interaction, 29, 100518. https://doi.org/10.1016/j.lcsi.2021.100518
  5. Fragkiadaki, G. & Ravanis K. (2021). The unity between intellect, affect, and action in a child's learning and development in science. Learning Culture and Social Interaction, 29. https://doi.org/10.1016/j.lcsi.2021.100495
  6. Fragkiadaki, G., Fleer, M., & Rai, P. (2021). Collective imagining: The early genesis and development of a sense of collectiveness during infancy. Cultural-Historical Psychology, 17(3), 84-93.https://doi.org/10.17759/chp.2021170312
  7. Fleer, M., Fragkiadaki, G., & Rai, P. (2021). Collective imagination as a source of professional practice change: A cultural-historical study of early childhood teacher professional development in the motivated conditions of a Conceptual PlayWorld. Teaching and Teacher Education, 106, 103455. https://doi.org/10.1016/j.tate.2021.103455
  8. Stephenson, T., Fleer, F., & Fragkiadaki, G. (2021). Increasing girls’ STEM engagement in early childhood: Conditions created by the Conceptual PlayWorld model. Research in Science Education, 1-18. https://doi.org/10.1007/s11165-021- 10003-z 4
  9. Stephenson, T., Fleer, M., Fragkiadaki, G., & Rai, P. (2021). Teaching STEM through play: conditions created by the conceptual playWorld model for early childhood teachers. Early Years, 1-17. https://doi.org/10.1080/09575146.2021.2019198
  10. Stephenson, T., Fleer, M., Fragkiadaki, G., & Rai, P. (2021). “You Can Be Whatever You Want to Βe!”: Transforming Teacher Practices to Support Girls’ STEM Engagement. Early Childhood Education Journal, 1-12. https://doi.org/10.1007/s10643-021-01262-6
  11. O’Connor, G., Fragkiadaki, G., Fleer, M., & Rai, P. (2021). Early childhood science education from 0 to 6: a literature review. Education Sciences, 11(4), 178. https://doi.org/10.3390/educsci1104017
  12. Fragkiadaki, G, Fleer, M., & Ravanis, K. (2021). Understanding the Complexity of Young Children’ s Learning and Development in Science: A Twofold Methodological Model Building on Constructivism and Cultural- historical Strengths. Learning Culture and Social Interaction, 28, 10046. https://doi.org/10.1016/j.lcsi.2020.100461
  13. Fragkiadaki, G., Armeni, A., Zioga, S., & Ravanis, K. (2021). Dramatic play as a means to explore and support preschool children’s thinking about thermal insulation. Journal of Childhood, Education & Society, 2(3), 220-234. https://doi.org/10.37291/2717638X.20212395
  14. Zotti, E. & Fragkiadaki, G. (2021). Greek Pre-service and In-service Early Childhood Teachers’ Beliefs about Approaching and Teaching Science in the Early Years. Mediterranean Journal of Education, 1(1), 31-42.https://doi.org/10.26220/mje.3402
  15. Fleer, M., Fragkiadaki, G., & Rai, P. (2020). STEM begins in infancy: Conceptual PlayWorlds to support new practices for professionals and families. International Journal of Birth and Parent Education,7(4).
  16. Fleer, M., Fragkiadaki, G., & Rai, P. (2020). Methodological Challenges of Studying Children in a Living Laboratory: Case example of Conceptual PlayLab. Cultural-Historical Psychology, 16(3), 47-59. https://doi.org/10.17759/chp.2020160306
  17. Fragkiadaki, G. (2020). Conflicts during Science Concept Formation in Early Childhood Barriers of Turning Points?. Review of Science, Mathematics and ICT Education, 14(1), 113-128. https://doi.org/10.26220/rev.3367
  18. Fragkiadaki, G. (2020). Young Children’s Representations and Ideas about the Mathematical Signs of Plus and Minus. European Journal of Alternative Education Studies, 5(1), 108-119. https://doi.org/10.5281/zenodo.1973262
  19. Rai, R., Fleer, Μ., & Fragkiadaki, G. (2020). Theorising Digital Tools: Mutual Constitution of the Person and Digital in a Conceptual PlayWorld. Human Arenas. https://doi.org/10.1007/s42087-020-00178-8
  20. Fleer, Μ., Fragkiadaki, G., & Rai, R. (2020). Programmatic research in the Conceptual PlayLab: STEM PlayWorld as an educational experiment and as a source of development. Science Education: Research & Praxis, 76, 9-23.
  21. Fragkiadaki, G., Fleer, M., & Ravanis, K. (2019). A cultural-historical study of the development of children’s scientific thinking about clouds in everyday life. Research in Science Education, 49(6), 1523-1545. https://doi.org/10.1007/s11165-017-9665-8
  22. Delserieys, A., Impedovo, M. A., Fragkiadaki, G., & Kampeza, M. (2017). Using drawings to explore preschool children’s ideas about shadow formation. Review of Science, Mathematics and ICT Education, 11(1), 55-69. https://doi.org/10.26220/rev.2778
  23. Remountaki, E. L., Fragkiadaki, G., & Ravanis, K. (2017). Conceptualizing solid in liquid dissolution in early childhood education settings: a socio-cultural approach. European Journal of Education Studies, 3(6), 301- 318.https://doi.org/10.5281/zenodo.582225
  24. Fragkiadaki, G. & Ravanis, K. (2016). 'Экспериментально-генетический метод в контексте обучения естественным наукам в дошкольном возрасте: исследование развития научного мышления с позиции культурно-исторического подхода (Genetic research methodology meets Early Childhood Science Education research: a Cultural-historical study of child’s scientific thinking development)'. Cultural-Historical Psychology 12(3), 310-330. doi: 10.17759/chp.2016120319
  25. Kampeza, M., Vellopoulou, A., Fragkiadaki, G., & Ravanis, K. (2016). The expansion thermometer in preschoolers’ thinking. Journal of Baltic Science Education, 15(2), 185-193.
  26. Georgantopoulou, A., Fragkiadaki, G., & Ravanis, K. (2016). Clouds as natural entities in preschool children’s thought. Educational Journal of the University of Patras UNESCO Chair, 3(2), 114-128. https://doi.org/10.26220/une.2737
  27. Fragkiadaki, G. & Ravanis, K. (2015). Preschool children’s mental representations of clouds. Journal of Baltic Science Education, 14,(2), 267-274.
  28. Fragkiadaki, G. & Ravanis, K. (2014). Mapping the interactions between young children while approaching the natural phenomenon of clouds creation. Educational Journal of the University of Patras UNESCO Chair, 1(2), 112-122. https://doi.org/10.26220/une.2194

Β. Book chapters & proceedings 

  1. Rai, R., Fleer, Μ., & Fragkiadaki, G. (in press). Unpacking the Role of the Researcher in an Educational Experiment: Digital Proximity and Distal Participation. In C. McLachlan (Ed.) Data Systems in Early Childhood Settings. Springer.
  2. Remountaki, E. L., Fragkiadaki, G., & Ravanis, K. (in press). How does science learning happen during scientific play? The case example of the concept formation of dissolution. In Katerina Plakitsi and Sylvie Barma (Eds.) Sociocultural approaches in STEM Education. Springer Series Cultural Studies of Science Education. Springer.
  3. Fragkiadaki, G., Fleer, M., & Rai, P. (2021). Degrees of freedom in collective play: how different institutions create diverse conditions for young children's interactions. In M. Sakellariou (Ed.), Child Interaction: Perspectives, Activities and Outcomes (1st ed., pp. 71-93). Nova Science Publishers.
  4. Fleer M., Fragkiadaki G., Rai P. (2021) The Cultural Formation of Science Knowledge. In: Atwater M.M. (eds) International Handbook of Research on Multicultural Science Education. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-37743-4_60-1
  5. Delserieys, A., Fragkiadaki, G. & Kampeza, M. (2021). Dessiner et faire comprendre la formation des ombres. In F. Charles (Ed.), Graines de scientifiques en maternelle: Explorer le monde du vivant, des objets et la matière (pp. 97-118). Les Ulis: EDP Sciences. https://doi.org/10.1051/978-2-7598-2562-2.c007
  6. Fragkiadaki, G., Fleer, M., & Rai, P. (2021). Innovation in early childhood and primary education. In Educational Innovation in Society 5.0 Era: Challenges and Opportunities (pp. 7-10). CRC Press.
  7. Fragkiadaki, G. (2021). Transforming Conflicts, Shaping Collective Experiences, Creating Conditions for Development. E-proceedings of the ISCAR 2019 Regional Conference: Crisis in Contexts.
  8. Fragkiadaki, G., Fleer, Μ., & Rai, R. (2020). Play Creates Meaningful Conditions for the Interrelations between Everyday Concepts and Scientific Concepts. Proceedings of the 4th International Conference on Learning Innovation and Quality Education (ICLIQE), September 5th, Surakarta, Central Java, Indonesia.
  9. Delserieys-Pedregosa, A., Fragkiadaki, G., & Kampeza, M. (2018). Dessiner et comprendre des concepts en sciences Le cas de la formation des ombres en maternelle. Ε- proceedings of the 10e rencontres scientifiques de l’ARDiST.
  10. Ravanis, Κ. & Fragkiadaki, G. (2018). Énergie et panneaux solaires/ Lumière et ombre (Rapport Technique). Bretange, France: Erasmus+ Settore Istruzione Scolastica Attività KA2 - Partenariati strategici 2015-1-IT02-KA201-015237, Amélioration de la professionalité des enseignants Coordinatrice du manuel: Catherine Goujon, UBO - ESPE de Bretagne.
  11. Delserieys, A., Fragkiadaki, G., & Kampeza, M. (2017). Learning and drawing about shadows in early childhood education. Uploaded text at the webside of the 12th Conference of the European Science Education Research Association (ESERA) “Research, practice            and      collaboration  in            science education”,     Dublin,            Ireland.

C. International Conferences/ Seminars

  1. Fragkiadaki, G., & Fleer, M. (accepted). Collective Imaginary Situations as Shared Intellectual Spaces in Early Childhood Education. Oral presentation in OMEP World Assembly and Conference Early Childhood Education in the 21st century: new perspectives and dilemmas, Athens, Greece.
  2. Fleer, M., & Fragkiadaki. G. (accepted). The practices and methodology underpinning a Conceptual PlayWorld: Design your own educational experiment. Workshop in OMEP World Assembly and Conference Early Childhood Education in the 21st century: new perspectives and dilemmas, Athens, Greece.
  3. Fragkiadaki, G. (accepted). Scientific toys as semiotic artifacts. Oral presentation in World Congress of Semiotics 2022 “Semiotics in the Lifeworld”, 30th August- 3rd September, Thessaloniki, Greece.
  4. Fragkiadaki, G. (2021). Turning Points in Science, Technology, Engineering and Mathematics Concept Formation of Infants, Toddlers, and Pre-schoolers through Imaginary Play. Oral presentation in the 6th ISCAR Congress Cultural – Historical Activity Research in Crises Contexts: challenges and perspectives, Natal, Brazil.
  5. Cirkony, C., Fragkiadaki, G., & Gunstone, R. (2021). School science - Thoughts on an approach to rethinking what students learn and how they might be better engaged. Oral presentation in ASERA 52- 2021 Conference, June 30th – July 2nd, Adelaide, Australia.
  6. Fragkiadaki, G., Fleer, M., & Rai, P. (2021). Infants and toddlers’ collective STEM concept formation in a Conceptual PlayWorld. Oral presentation in ASERA 52- 2021 Conference, June 30th – July 2nd, Adelaide, Australia.
  7. Fleer, M., Fragkiadaki, G., & Rai, P. (2021). Conceptual PlayWorlds and intentional teaching to support imagination in play and learning. Oral presentation in Early Childhood Australia (ECA) National Conference— Young citizens: The right to play, learn and be heard, Brisbane, Australia.
  8. Fleer, M., Fragkiadaki, G., & Rai, P. (2021). Leading by using and generating evidence-based practices: Conceptual PlayWorlds for teachers in primary schools. Oral Presentation in PDN School Leaders Conference Thinking              Leaders: provocations and opportunities, Gold Coast, Australia.
  9. Rai, P., Fleer, M., & Fragkiadaki, G. (2020). e-Conceptual PlayWorlds and Transforming Home Practices in the time of Covid-19: Playfulness and Concept Learning for Early Years. Oral presentation in The Psychology of Global Crises: State Surveillance, Solidarity and Everyday Life, Virtual Conference.
  10. Fleer, M. & Fragkiadaki, G. (2020). From children’s books to Pop-up PlayWorld: exploring imagination and learning in STEM. Workshop in Education Leaders’ Day, Adelaide, Australia.
  11. Fleer, M. & Fragkiadaki, G. (2020). Planning for improvement: play as a context for learning. Oral presentation in Education Leaders’ Day, Adelaide, Australia.
  12. Fragkiadaki. G. (2019). Transforming Contradictory Situations, Shaping Collective Experiences, Creating Conditions for Development. ISCAR Regional Conference, Ioannina, Greece.
  13. Remountaki, E.-L., & Fragkiadaki. G. (2019). Scientific Play in Kindergarten Play-Based Settings ISCAR Regional Conference, Ioannina, Greece.
  14. Delserieys-Pedregosa, A., Fragkiadaki, G., & Kampeza, M. (2018). Dessiner et comprendre des concepts en sciences Le cas de la formation des ombres en maternelle. Oral presentation at the 10e rencontres scientifiques de l’ARDiST – 27, 28, 29 et 30 Mars 2018 à Saint –Malo, France.
  15. Fragkiadaki, G. (2018). Playing with light and shadows. Poster presentation at TEST-Erasmus+ Closure Meeting and Activities, Instituto Comprensivo Statale “l. Fibonacci”, Pisa, Italy.
  16. Fragkiadaki, G. (2017). Development as a contradictory process: turning points in the process of child's scientific thinking development. Presentation at the 5th ISCAR Congress “Taking a 360° view of the landscape of cultural-historical activity research: The state of our scholarship in practice.” CRI_SAS /CRIRES and Laval University, Quebec, Canada.
  17. Delserieys, A., Fragkiadaki, G., & Kampeza, M. (2017). Learning and drawing about shadows in early childhood education. Oral presentation at the 12th Conference of the European Science Education Research Association (ESERA) “Research, practice and collaboration in science education”, Dublin, Ireland.
  18. Fragkiadaki, G. (2016). Cultural-historical theory poses challenges tο Early Childhood Science Education. Poster presentation at the International Symposium "Scientific school of L.S. Vygotsky: traditions and innovations", Moscow State University of Psychology and Education, Moscow, Russia.
  19. Fragkiadaki, G. (2016). The approach of concepts and phenomena from Natural Sciences in the framework of cultural-historical theory: clouds in preschoolers thought. Oral presentation at the 6th ISCAR Summer University “Cultural-historical psychology: interdisciplinary research perspectives”, Moscow State University of Psychology and Education, Moscow, Russia.
  20. Fragkiadaki, G., & Ravanis, K. (2016). Qualitative methodologies in cultural-historical research of children’s development: facing the crisis in the field of Didactics. Presented in international conference on Cultural-Historical, Activity and Sociocultural Research at Times of the Contemporary Crisis: Implications for Education and Human Development, Rethymno, Greece.
  21. Georgantopoulou, A., Fragkiadaki, G., & Ravanis, K. (2016). Clouds as natural entities in preschool children’s thought. Oral presentation at Colloque SIEST Mediterranee 2016, Enseignement des sciences et technologies et education, Marseille, France.
  22. Delserieys, A., Impedovo, M. A., Fragkiadaki, G., & Kampeza, M. (2016). Using drawings to explore preschool children’s ideas about shadow formation. Colloque SIEST Mediterranee 2016, Enseignement des sciences et technologies et education, Marseille, France.
  23. Delserieys Pedregosa, A., Leterme, F., Impedovo M. A., Fragkiadaki, G., & Kampeza M. (2016). Drawing the phenomenon of shadow formation at preschool. Poster presentation at international conference “Telling Science, drawing Science–Science en récit, Science en image”, Paris Diderot University and Stimuli association, Angoulême, France.
  24. Fragkiadaki, G., & Ravanis, K. (2014). Mapping the interactions between young children while approaching the natural phenomenon of clouds creation, Colloque SIEST Mediterranee 2014, Enseignement des sciences et technologies et education, Rabat, Morocco.
  25. Fragkiadaki, G., & Ravanis, K. (2014). “Socio-cultural, historical approaches: methodological prospects and pedagogic extensions in Early Childhood Education–Focusing analysis on the interpersonal plane: the transmission course of thinking from the interpersonal to the personal level”. Oral presentation at the 5th ISCAR Summer University “Moving with and beyond Vygotsky: Interdisciplinary research perspectives”, Moscow State University of Psychology and Education, Moscow, Russia.

D. Journal articles (in Greek)

  1. Fragkiadaki, G. (2010). Approaching Mathematical concepts on the occasion of Theophania. Contemporary Kindergarten, 78, 36-38.
  2. Fragkiadaki, G. (2009). Lucullus’ Mathematics. Contemporary Kindergarten, 71, 88-91.
  3. Fragkiadaki, G., & Rapti, P. (2009). Getting familiarized with our new school. Contemporary Kindergarten, 69, 36-40.

E. Book chapters (in Greek) 

  1. Fragkiadaki, G. (2019). Redefining the concept of mediation: the pedagogical practice of autonomy of children during collective scientific experiences in kindergarten. In P. Pantidos (Ed.) The role of Science in Early Childhood Education. Athens: New Technologies Publications, 79- 197.
  2. Arnantonaki, D., Fragkiadaki, G., & Ravanis, K. (2016). An approach of early childhood thinking about coagulation of liquids: paths within the socio-cultural, historical approach. In M. Kalogiannaki (Ed.) Teaching Natural Sciences in Preschool Education. Athens: Dardanos.
  3. Dimitrakopoulou, A., Zougla, F., Liazou, G., Moustaka, E., Nanou, N., Sotiropoulou, S., & Fragkiadaki, G. (2016). Imagination as a means of approaching concepts and phenomena from the natural world in kindergarten. In V. Tselfe (Ed.) Early Childhood: Science at the educational relationship between children and teachers. Athens, Artemis Petropoulou pp. 167- 178.
  4. Fragkiadaki, G., Klimi, D., Xaxlioutaki, M. & Koliopoulos. D. (2016). Designing an Educational Program for Early Childhood Children in a Mineralogy and Petrology University Museum. In V. Tselfe (Ed.) Early Childhood: Science at the educational relationship between children and teachers. Athens, Artemis Petropoulou pp. 167- 178
  5. Fragkiadaki, G., & Ravanis, K. (2014). Approaching children’s thinking through the socio-cultural, historical approach: Tracing of kindergarten children’s conceptions on clouds creation. In P. Kariotoglou & P. Papadopoulou (Ed.). Science and Environment in Early Childhood Education. Inquiries and suggestions, 177-195. Athens: Gutenberg.
  6. Fragkiadaki, G. (2016). A task for probabilistic thinking development: Snow always, sometimes, and never. In the e-book Methods and Techniques of Teaching Activities for Kindergarten and first classes of Primary Schools. http://64pprag.weebly.com/betaiotabetalambdaiotaalpha-alpharhothetarhoalpha.htm
  7. Fragkiadaki, G. (2014). Promoting a "non-typical" approach of Science in kindergarten: the socio-cultural, historical perspective. In D. Koliopoulos (Ed.) Proceedings of the 8th Panhellenic Conference of History, Philosophy and Science Education, 314- 321. Patras: Ion.

F. Greek Conferences/ Seminars

  1. Fragkiadaki, G., & Fleer, M. (2020). The process of scientific concepts formation during the early years. Oral presentation at the 11th Hellenic Conference on Natural Sciences in Kindergarten, Ioannina, Greece.
  2. Fragkiadaki, G., Fleer, M., & Lewis, R. (2020). Designing Conceptual PlayWorlds for STEM concepts formation in the early years. Workshop at the 11th Hellenic Conference on Natural Sciences in Kindergarten, Ioannina, Greece.
  3. Tsoulogianni, S., Mpalampani, E., Roumeliotis, A. S., & Fragkiadaki, G. (2019). Scientific Toys and 3D improvised artefacts in kindergarten. Oral presentation at the 12th OMEP Panhellenic Conference, Patras, Greece.
  4. Fragkiadaki, G. (2018). Redefining the concept of mediation: the pedagogical practice of autonomy of children during collective scientific experiences in kindergarten. Oral presentation at the 10th Hellenic Conference on Natural Sciences in Kindergarten, Thessaloniki, Greece.
  5. Arnantonaki, D., Fragkiadaki, G., & Ravanis, K. (2016). An approach of early childhood thinking about coagulation of liquids: paths within the socio-cultural, historical approach. Oral presentation at the 9th Hellenic Conference on Natural Sciences in Kindergarten, Rethymno, Greece.
  6. Zougla, F., Liazou, G., Moustaka, E., Nanou, N., Sotiropoulou, S., Dimitrakopoulou, A., & Fragkiadaki, G. (2015). Aiming a combination of theory and practice at the educational daily reality of kindergarten: the case example of a training and professional development program for kindergarteners. Oral presentation at the 1st Conference of Methodology, Training Policies and Practices Unit: Methods, Policies, Practical Training and Professional Development of Educational Materials Based at School, Korinthos, Greece.
  7. Fragkiadaki, G. (2014). Promoting a "non-typical" approach of Science in kindergarten: the socio-cultural, historical perspective. Oral presentation at the 8th Panhellenic Conference of History, Philosophy and Science Education, Patras, Greece.
  8. Fragkiadaki, G., Klimi, D., Xaxlioutaki, M., & Koliopoulos. D. (2014). Designing an Educational Program for Early Childhood Children in a Mineralogy and Petrology University Museum. Oral presentation at the 8th Hellenic Conference on Natural Sciences in Kindergarten, Athens, Greece.
  9. Dimitrakopoulou, A., Zougla, F., Liazou, G., Moustaka, E., Nanou, N., Sotiropoulou, S., & Fragkiadaki, G. (2014). Imagination as a means of approaching concepts and phenomena from the natural world in kindergarten. Oral presentation at the 8th Hellenic Conference on Natural Sciences in Kindergarten, Athens, Greece.
  10. Fragkiadaki, G. (2014). Probabilistic thinking development for kindergarten children. Oral presentation at the seminar titled Cross-curricula Practices, Pre-school School Counselor Seminar, Patras, Greece.
  11. Fragkiadaki, G. (2013). Measurements & Basic Concepts of Programming: Memory and repetition command with the use of the programming toy Bee-Bot. Poster presented at Fibonacci research project symposium “Natural sciences Fair, 3 years IBSME”, Patras, Greece.
  12. Fragkiadaki, G., & Ravanis, Κ. (2012). Approaching children’s thinking through the “socio-cultural, historical” approach: A tracing of kindergarten children conceptions on clouds creation. Oral presentation at the 7th Hellenic Conference on Natural Sciences in Kindergarten, Florina, Greece.
  13. Fragkiadaki, G. (2012). Approaching the concept of renewable power sources in Kindergarten. Oral presentation at the symposium on “Energy in Education: from the pre-school to second grade Education”, Patras, Greece.
  14. Fragkiadaki, G. (2012). Deconstruction and Recycling. Oral presentation at Fibonacci research project symposium “Natural Sciences Fair”, Patras, Greece.

 

 

 

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