Beyond control of variables: What needs to develop to achieve skilled scientific thinking? D Kuhn, K Iordanou, M Pease, C Wirkala Cognitive development 23 (4), 435-451, 2008 | 333 | 2008 |
Arguing on the computer: A microgenetic study of developing argument skills in a computer‐supported environment D Kuhn, W Goh, K Iordanou, D Shaenfield Child development 79 (5), 1310-1328, 2008 | 200 | 2008 |
Developing argument skills across scientific and social domains K Iordanou Journal of Cognition and Development 11 (3), 293-327, 2010 | 121 | 2010 |
Supporting use of evidence in argumentation through practice in argumentation and reflection in the context of SOCRATES learning environment K Iordanou, CP Constantinou Science Education 99 (2), 282-311, 2015 | 119 | 2015 |
Developing pre-service teachers' evidence-based argumentation skills on socio-scientific issues K Iordanou, CP Constantinou Learning and Instruction 34, 42-57, 2014 | 107 | 2014 |
Epistemic beliefs and prior knowledge as predictors of the construction of different types of arguments on socioscientific issues A Baytelman, K Iordanou, CP Constantinou Journal of Research in Science Teaching 57 (8), 1199-1227, 2020 | 87 | 2020 |
Learning by arguing K Iordanou, D Kuhn, F Matos, Y Shi, L Hemberger Learning and instruction 63, 101207, 2019 | 78 | 2019 |
Argumentative reasoning K Iordanou, P Kendeou, K Beker Handbook of epistemic cognition, 39-53, 2016 | 61 | 2016 |
“Argue with me”: a method for developing argument skills K Iordanou, C Rapanta Frontiers in Psychology 12, 631203, 2021 | 59 | 2021 |
Developing face-to-face argumentation skills: Does arguing on the computer help? K Iordanou Journal of Cognition and Development 14 (2), 292-320, 2013 | 52 | 2013 |
Preservice teachers’ and teachers’ conceptions of energy and their ability to predict pupils’ level of understanding IAN Diakidoy, K Iordanou European Journal of Psychology of Education 18, 357-368, 2003 | 48 | 2003 |
Teachers’ ability to construct arguments, but not their perceived self-efficacy of teaching, predicts their ability to evaluate arguments E Lytzerinou, K Iordanou International Journal of Science Education 42 (4), 617-634, 2020 | 42 | 2020 |
Contemplating the opposition: Does a personal touch matter? K Iordanou, D Kuhn Discourse Processes 57 (4), 343-359, 2020 | 41 | 2020 |
Developing epistemological Understanding in Scientific and Social domains through argumentation K Iordanou Zeitschrift für Pädagogische Psychologie 30 (2-3), 109-119, 2016 | 40* | 2016 |
From theory of mind to epistemic cognition. A lifespan perspective K Iordanou Frontline Learning Research 4 (5), 106-119, 2016 | 32 | 2016 |
Forming a belief: The contribution of comprehension to the evaluation and persuasive impact of argumentative text IAN Diakidoy, SA Christodoulou, G Floros, K Iordanou, PV Kargopoulos British Journal of Educational Psychology 85 (3), 300-315, 2015 | 30 | 2015 |
Supporting strategic and meta-strategic development of argument skill: the role of reflection K Iordanou Metacognition and Learning, 2022 | 29 | 2022 |
Epistemic perspective and online epistemic processing of evidence: Developmental and domain differences K Iordanou, KR Muis, P Kendeou The Journal of Experimental Education 87 (4), 531-551, 2019 | 29 | 2019 |
Constraints and affordances of online engagement with scientific information—A literature review F Hendriks, E Mayweg-Paus, M Felton, K Iordanou, R Jucks, ... Frontiers in Psychology 11, 572744, 2020 | 26 | 2020 |
An AI ethics ‘David and Goliath’: value conflicts between large tech companies and their employees M Ryan, E Christodoulou, J Antoniou, K Iordanou AI & SOCIETY 39 (2), 557-572, 2024 | 23 | 2024 |