C. P. Constantinou is a Professor of Science Education and Director of the Learning in Science Group at the University of Cyprus. He has a PhD in Physics from the University of Cambridge and has worked as a Postdoctoral Research Associate at Washington State University and as a Visiting Professor at the University of Washington. He is a member of the editorial boards of the International Journal of Science Education, Educational Research Review and Learning, Culture and Social Interaction. He is serving as a reviewer in other international research journals including Learning and Instruction and the Journal of Research in Science Teaching. His research interests focus on the learning and teaching of science as a process of inquiry and the use of educational technologies as a tool for promoting critical evidence-based thinking. The Learning in Science Group uses the results of this research in the development of online and conventional learning environments, such as the STOCHASMOS platform, and research-based teaching-learning sequences to promote conceptual understanding and scientific thinking. Dr. Constantinou has co-ordinated a number of projects funded by the European Commission and the Cyprus Research Promotion Foundation. He has participated in the High Level Working Group that authored the report Europe needs more Scientists! in 2004; he was the Rapporteur in a group of experts that carried out the mid-term evaluation of the EC Science in Society program in FP6 and he participated in an expert panel reflecting on the educational outreach programme of the European Space Agency and its future evolution. Finally, he has served as a member of the Board of the European Association for Research on Learning and Instruction (EARLI) and of the European Association of Science Education Researchers (ESERA).

Inquiry Based Science Education. Conceptual change and the development of coherent conceptual frameworks. Formative assessment for inquiry oriented teaching and learning in science. Evidence rich learning environments for reflective inquiry. Modeling as a means of constructing knowledge and understanding in science.