STAMOVLASIS, Dimitrios

Σταμοβλάσης Δημήτριος
Position: 
Assistant Professor
Office: 
OB 209γ
Telephone: 
2310.99.7405
Research Interests: 
  • Methodological and Epistemological issues of contemporary Social Sciences that improve Theory building
  • Nonlinear Dynamics (complexity, catastrophe theories, entropy, and related fields) and their application to social, behavioral and life sciences
  • Specific research endeavors were made in the area of educational research and concern neo-Piagetian theories, learning, science education, problem solving, creativity and group dynamics
  • Application of advanced statistical methods in Educational Research
Selected Publications: 
  1. Stamovlasis, D., Tsitsipis, G., & Papageorgiou, G. (2012). Structural equation modeling in assessing students’ understanding the state changes of matter. Chemistry Education, Research and Practice, 13, 357–368.
  2. Stamovlasis, D., & Tsaparlis, G. (2012). Applying Catastrophe Theory to an Information-Processing Model of Problem Solving in Science Education. Science Education, 96(3), 392-410.
  3. Stamovlasis, D., & Papageorgiou, G. (2012). Understanding chemical change in primary education: The effect of two cognitive variables. Journal of Science Teachers Education, 23, 177-197.
  4. Tsitsipis, G., Stamovlasis, D & Papageorgiou, G. (2012). A Probabilistic Model for Students’ Errors and Misconceptions in Relation to Three Cognitive Variables. International Journal of Science and Mathematics Education, 10, 777-802
  5. Papageorgiou, G., Stamovlasis, D., & Johnston, P. (2012). Primary Teachers' Understanding of Four Chemical Phenomena: Effect of an In-Service Training Course. Journal of Science Teachers Education, 23, 177-197.
  6. Stamovlasis, D. (2011). Nonlinear dynamics and Neo-Piagetian Theories in Problem solving: Perspectives on a new Epistemology and Theory Development. Nonlinear Dynamics, Psychology and Life Science, 2(15), 145-173.
  7. Stamovlasis, D. (2010).  Methodological and Epistemological Issues on Linear Regression Applied to Psychometric Variables in Problem Solving: Rethinking Variance. Chemistry Education, Research and Practice, 11, 59-68.
  8. Stamovlasis, D., Tsitsipis, G., & Papageorgiou, G. (2010).  The effect of logical thinking and two cognitive styles on understanding the structure of matter: an analysis with the random walk method, Chemistry Education, Research and Practice, 11, 173-181.
  9. Tsitsipis, G., Stamovlasis, D., & Papageorgiou, G. (2010). The effect of three cognitive variables on students’ understanding of the particulate nature of matter and its changes of state. International Journal of Science Education.32, 8, 987-1016.
  10. Papageorgiou, G., Stamovlasis, D., & Johnston, P. (2010). Primary Teachers’ Particle Ideas and Explanations of Physical Phenomena: The Effect of an In-Service Training Course. International Journal of Science Education, 32, (5), 629-652.
  11. Stamovlasis, D., Dimos, A., & Tsaparlis, G. (2006). A Study of Group-Interaction Processes in Learning Lower-Secondary Physics. Journal of Research in Science Teaching, 43, 6, 556-576. 
  12. Stamovlasis, D. (2006). The Nonlinear Dynamical Hypothesis in Science Education Problem Solving: A Catastrophe Theory Approach. Nonlinear Dynamics, Psychology and Life Science, 10 (1), 37-70.