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Komis, V., Romero, M., Misirli, A. (2016), |
Robotique et programmation informatique dans l’école primaire : contextes, compétences et outils, |
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Komis,V., Karsenti, T., Depover, C., Romero, M., Bugmann, J., Strebelle, A., Ravanis, K. & Misirli, A. (2018). |
Robots de sol et robots humanoïdes à l’école primaire (descriptif d’atelier). |
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Misirli, A., Komis, V. (2020). |
Emerged debugging abilities in early childhood education. In: The Proceedings of Constructionism Moving Forward. |
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Misirli, A., Nikolos, D., Komis, V. (2020). |
Transferring experiences in logo-like environment in computational thinking game design. |
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Nikolos D., Misirli A., Komis V. (2021). |
Children’s Debugging Processes and Strategies with a Simulated Robot: A Case Study. |
Springer Nature Switzerland AG 2021. |
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Misirli, A. & Komis, V. (2023). |
Mental representations about tangible programming in early childhood education. |
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Komis, V. & Misirli, A. (2023). |
Une classification des outils robotiques pour l'école primaire. |
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Komis, V., Misirli, A. & Karagiannopoulou, S. (2024). |
Une analyse des affordances technologiques des robots éducatifs pour l’école primaire. |
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Colomeischi, A. A., Tatalovic Vorkapic, S. & Poulou, M. . |
Impact of PROMEHS Curriculum on teachers’ mental health: Results from three European countries |
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Poulou, M. |
How teachers’ emotional expressiveness and classroom strategies interact with students’ social-emotional competence: Greek teachers and students’ responses. |
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