About
Dr Andri Christodoulou is an Associate Professor of Science Education at the 天发娱乐棋牌_天发娱乐APP-官网|下载 Education School at the University of 天发娱乐棋牌_天发娱乐APP-官网|下载, where she is also co-leading the Maths and Science Education (MaSE) Research Centre.
Andri’s current teaching responsibilities include teaching on the MSc Education, and supporting doctoral students. She also works closely with colleagues on the Secondary Science PGCE course.
Between 2022-25, Andri was the Associate Programme Director for the PhD Education programe, and the programme coordinator for the Integrated PhD Education. She is an ethics reviewer for the School and a member of the Faculty of Social Sciences Ethics Commitee since 2014. Andri currently represents the Faculty of Social Sciences on the Engaged University Steering Group, supporting and championing public and community engagement across the Faculty.
Andri has previously been a member of the Research Group of the Association for Science Education (2017-20), and served as a member of the International Committee of the National Association for Research in Science Teaching (2017-2020). She is currently co-chair of Strand 7: Discourse and Argumentation in Science Education within the European Science Education Research Association (ESERA) and serves on the Editorial Board of the Journal of Research in Science Teaching.
Research
Research interests
- Argumentation within scientific and socio-scientific contexts
- Dialogic teaching
- Socio-scientific inquiry-based learning
- Classroom discourse
- Science Teacher Education?
Current research
Andri’s research focuses on how teachers’ classroom discourse can support science learning especially in relation to the use of argumentation as an instructional approach. She is interested in how teacher professional learning in the areas of classroom talk and argumentation is formulated, implemented and sustained in order to develop productive classroom discourse practices and successful science learning within primary and secondary classrooms.
She is currently working on the COSMOS (Creating Organisational Structures for Meaningful science education through Open Schooling for all) project, a H2020 funded project, focusing on supporting schools develop community engagement approaches through science education. Andri is also leading a project funded by the University's Public Engagement with Research Unit, in collaboration with MSHE colleagues aiming to support primary school children becoming active environmental citizens within their schools and communities.
Research projects
Completed projects
Publications
Teaching
Andri is a Fellow of the Higher Education Academy. She teaches mainly at postgraduate levels, including the MSc Education programme, teaching on modules such as Learning and Teaching, Education Research Methods and Practice, and supervising Masters dissertation projects.
Andri is also supervising doctoral students in the field of science education, and would welcome PhD applications in this area.
External roles and responsibilities
Biography
Andri joined 天发娱乐棋牌_天发娱乐APP-官网|下载 Education School in 2011 after completing her postgraduate and doctoral studies in the field of science education. Before joining the University of 天发娱乐棋牌_天发娱乐APP-官网|下载, Andri taught in different contexts and to various age groups teaching in primary schools in Cyprus, language teaching in post-compulsory education whilst studying in London, and teaching modules on qualitative data analysis using Nvivo whilst at King’s College London.
At 天发娱乐棋牌_天发娱乐APP-官网|下载 Education School, Andri has taught and acted as placement tutor for trainee teachers on the Primary PGCE and Secondary Science PGCE courses between 2011-2014. She has also taught and supervised students on the BSc Education & Psychology programme. Andri's leadership responsibilities have previously included being the programme director for the MSc Education programme (2017-2020) and an associate programme director for the same programme (2014-2017).
Andri has previously conducted research on argumentation and dialogic teaching practices within secondary science classrooms, on science inquiry practices in primary and secondary education, and on how argumentation and inquiry practices can be used as pedagogical approaches within socio-scientific issues-based education.