Kallery, M., A. Sofianidis, P. Pationioti, K. Tsialma & X. Katsiana (2022):

Cognitive style, motivation and learning in inquiry-based early-years science activities, International Journal of Early Years Education, Volume 30, Issue 4, https://doi.org/10.1080/09669760.2022.2052819

Sofianidis, A. & Kallery, M. (2021). An Insight into Teachers’ Classroom Practices: The Case of Secondary Education Science Teachers. Educ. Sci., 11, 583. https://doi.org/10.3390/educsci11100583

Toli, G. and Kallery, M. (2021). Enhancing Student Interest to Promote Learning in Science: The Case of the Concept of Energy. Educ. Sci. 11, 220. https://doi.org/10.3390/educsci11050220

Kardaras, I. and Kallery, Μ. (2020). A teaching module for blackbody radiation using the continuous spectra of stars, Phys. Educ. 55 (2020), 045010 (12pp).

Saeed Salimpour, Sophie Bartlett, Michael T. Fitzgerald, David H. McKinnon, K. Ross Cutts, C. Renee James, Scott Miller, Lena Danaia, Robert P. Hollow, Sergio Cabezon, Michel Faye, Akihiko Tomita, Charles Max, Michael de Korte, Cyrille Baudouin, Daina Birkenbauma, Maria Kallery, Sara Anjos, Qixuan Wu, Hye-eun Chu, Eileen Slater & Amelia Ortiz-Gil (2020). The Gateway Science: a Review of Astronomy in the OECD School Curricula, Including China and South Africa, Research in Science Education, March 10, https://doi.org/10.1007/s11165-020-09922-0

Kallery, M. (2019). In quest of teaching quality in preschool science: Teachers’ views of factors influencing their work, JES issue 16, p. 24-29.

Kallery, M. (2018).  Early-Years Teachers' Professional Upgrading in Science: A long term programme, Research in Science Education, 48(2), p. 437-464, DOI: 10.1007/s11165-016-9575-1

Kallery, M. and Loupidou, T.  (2016). Learning science in small multiage groups: the role of age composition, International Journal of Science Education, 38:9, 1570-1590, DOI: 10.1080/09500693.2016.1201871.

Kallery, M. (2015). Science in Early -Years Education:  Introducing Floating and Sinking as a Property of Matter. International Journal of Early Years Education, Vol. 23, No. 1, 31–53

McCloughlin, Τ., Kallery, M. and Psillos, D. (2015).  The Coconstruction of Scientific and Nonscientific Belief Systems in Educators. Cybernetics and Systems: An International Journal, 46:543–553, DOI: 10.1080/01969722.2015.1038477.

Kallery, M. (2011). Astronomical Concepts and Events Awareness for Young Children. International Journal of Science Education, Vol. 33, No 3, pp 341-369.

Hatzikraniotis, E, Kallery, M., Molohidis, T. Psillos, D. (2011). Students' design of experiments: an inquiry module on the conduction of heat, Physics Education, 45 (4) 336-344.  

Kallery, M., Psillos, D. and Tselfes, V. (2009). Typical Didactical Activities in the Greek Early-Years Science Classroom: Do they promote science learning? International Journal of Science Education, Vol. 31, No. 9.  

Kallery, M. (2007).  Science Fair:  An alternative way to learning and developing scientific skills and attitudes. Contemporary Education, Vol. 149, pp. 111-121, (in Greek).

Kallery, M. (2005).  Use of anthropomorphism and animism in science instruction:  What do early years teachers think about it?  Invited summary of the article:  "Anthropomorphism and animism in early years science:  Why teachers use them, how they conceptualize them and what are their views on their use", Science Education Review (www.ScienceEducationReview.com), Vol. 4, No 1.

Kallery, M. (2004). Early Years Teachers Late Concerns and Perceived Needs in Science: An Exploratory Study. European Journal of Teacher Education, Vol.27, No.2, June 2004, 147-165

Kallery, M. and Psillos, D. (2004).  Anthropomorphism and animism in early years science:  Why teachers use them, how they conceptualize them and what are their views on their use. Research in Science Education, 34, 291-311.

Kallery, M. and Psillos, D. (2002). What happens in the early-years science classroom The reality of teachers curriculum implementation activities. European Early Childhood Education Research Journal, Vol. 10, No.2.

Kallery, M. (2001). Early-years Educators attitudes to science and pseudo-science: the case of astronomy and astrology. European Journal of Teacher Education, Vol.24, No. 3 .

Kallery, M. and Psillos, D. (2001). Preschool teachers content knowledge in science: their understanding of elementary science concepts and of issues raised by children's questions. International Journal of Early Years Education, Vol.9, No. 3. pp 165-179

Kallery, M. (2001). Pseudo-science and superstition in the classroom. Contemporary Education, No.120, September/October, p.p. 16-20, (in Greek).

Kallery, M. (2000). Children's science questions and ideas provide an invaluable tool for the early years teacher. Primary Science Review, No. 61, Jan/Feb, pp 18-19.

Kallery, M., Psillos, D. and Tzouriadou, M. (2000). Science in the kindergarten curriculum. An analytical study. Contemporary Education, No.113, July/August, p.p. 77-88, (in Greek).

Psillos, D., Moloxidis, A., Kallery, M. and Hatzikraniotis, E. (2015). The Iterative Evolution of a Teaching-Learning Sequence on the Thermal Conductivity of Materials. In Psillos, D. and Kariotoglou, P. (Eds): Iterative Design of Teaching-Learning Sequences, Introducing the Science of Materials in European Schools, Springer, ISBN : 978-94-007-7807-8

Petridou, E., Psillos, D., Hatzikraniotis, E. and Kallery, M. (2013). A study on the exploratory use of microscopic models as investigative tools: The case of electrostatic polarization. In Tsaparlis, G.; Sevian, H. (Eds.), Concepts of Matter in Science Education, Series: Innovations in Science Education and Technology, Vol. 19, ISBN 978-94-007-5913-8.

J. Lavonen, R. Byman, A. Loukomies, V. Meisalo, C. Constantinou, T. Kyratsi, N. Papadouris, D. Couso, M.I. Hernandez, R., Pinto, E. Hatzikraniotis, M. Kallery, E. Petridou, D. Psillos, P. Kariotoglou, D. Pnevmatikos, A. Spyrtou, S. Lombardi, G. Monroy, I. Testa (2010). Students' motivation on learning material science teaching modules in five countries, In G. Cakmakci & M. F. Tasar (Editors), Contemporary Science Education Research: Learning and Assessment, pp. 51-56, ISBN 978-605-364-033-2.

Psillos, D., Hatzikraniotis, E. Molohidis, A., Kallery, M., Petridou, E. (2010). An innovative inquiry-oriented module on thermal conductivity: design, development and application, In C. P. Constantinou & N. Papadouris (Eds) Selected papers, Physics Curriculum Design, Development and Validation, pp. 372-390, ISBN 960-418-72-X

Kallery, M., Psillos, D. & Tselfes, V. (2008). An epistemological analysis of didactical activities in the early-years sceince classroom,  In Christidou, V. (ed), Educating Young Children in Science, Research Orientations and Pedagogical Practices, pp. 125-136, (in Greek).

Kallery, M. (2006). In-service early-years teachers' problems and needs in science as perceived by them: An exploratory study. In Louka, L., Papadimitriou-Kachrimani, C. & Constantinou, C. (Eds), Didactics of Science and Use of New Technologies in Pre-primary Education, University of Cyprus, ISBN: 9963-607-86-1, pp 183-194, (in Greek).

Kallery, M. (2003). Science and pseudo-science in the early years classroom: Teachers attitudes to astronomy and astrology, In Tsitouridou, M. (Ed), Science, Information and Communication Technologies in Preprimary Education, ISBN 960-418-72-X, pp. 45-54 (in Greek).  

Kallery, M., Psillos, D. and Tzouriadou, M. (2001). Science activities in the kindergarten: The curriculum and the reality of the classroom. In K. Ravanis (Ed), Initiation of young children in science. Educational and Didactical dimensions, Patra, pp. 77-82, (in Greek).

Kallery, M. & Psillos, D. (2001). Early years, teachers’ ideas on concepts and phenomena of the natural world. In K. Ravanis (Ed), Initiation of young children in science. Educational and Didactical dimensions, Patra, pp. 83-89, (in Greek).

Kallery, M. (2007). Teachers' Explanations of Natural Phenomena. Proceedings of the Primary Science  Symposium, T. McCloughlin, C. Finlayson, C. Mulhall (Eds), St. Patrick's College and DCU, pp 8-12, Dublin, Ireland.

Kallery, M. (1995). Early Childhood Teachers' Ideas on Physical Science Concepts, Proceedings of the 2nd European Summer School on Research in Science Education, Ed. D. Psillos, pp 404-410.

Kallery-Vlahos, M. (1998). Implementing the proposed science curriculum in the kindergarten classroom: Convergences and divergences. Proceedings of the 1st Greek national conference on the didactics of science and applications of new technologies in education. Koumaras, Kariotoglou, Tselfes, Psillos (Eds), pp 529-534, (in Greek).

Kallery, M. & Psillos, D. (1999). Science in kindergarten: the classroom reality of teachers curriculum implementation activities. Proceedings of the Second International Conference of the European Science Education Research Association, "Research in Science Education Past, Present and Future", Komorek, Behrendt, Dahnke, Duit, Graber, Kross (Eds), pp 537-539.

Kallery, M. (2001). Science and pseudo-science in the early-years classroom: the educators attitudes to astronomy and astrology, In Psillos, Kariotoglou, Tselfes, Bisdikian, Fassoulopoulos, Hatzikraniotis, Kallery (eds),  "Science Education Research in the Knowledge Based Society", Proceedings of the Third International Conference of the European Science Education Research Association, ,  pp 456-458.

Kallery-Vlahos, M. (2001). Early-years teachers' ideas on the concepts of physics: A study of their knowledge and teaching practices. Proceedings of the 3rd Greek conference of OMEP, "Post graduate studies: Developments and perspectives in preschool and lower elementary education". Publication: Ellinika Grammata, Athens, pp 249-260, (in Greek).

Kallery, M. & Psillos, D. (2003). Anthropomorphism and animism in early years science: Why teachers use them and what are their views on their use. In H. Eijkelhof,  K. Boersma, O. De Jong, M.Goedhart, K. Kortland, W. Kuiper, H. Schalk, J. Van Driel (Eds) "Research and the Quality of Science Education", Proceedings of the Fourth International Conference of the European Science Education Research Association.

Kallery. M. & Spyrtou. A. (2004). Triangulation: Theoretical introduction and applications.  In Tselfes, Kariotoglou, Patsadakis (eds)."Physical Sciences: Insruction, Learning and Education": Proceedings of the Fourth  National Greek Conference on Didactics of Science and New Technologies,   University of  Athens Press, pp 519- 522, (in Greek).

Kallery, M., Psillos, D. & Tselfes, V. (2005).  Modeling didactical activities in the preprimary science classroom. In Pinto, R. & Couso, D. (Eds),  Proceedings of the Fifth International Conference of the European Science Education Research Association, "Contributions of Research to Enhancing Students' Interests in Learning", pp1215-1218, Barcelona Spain.

Kallery, M. (2007).  Upgrading early-years teachers' knowledge in science through their participation in inquiry processes and action research . In Katsikis, A., Kotsis, K., Mikropoulos, A., and Tsaparlis, G. (Eds), Didactics of Science and New Technologies, Proceedings of the 5th Greek National Conference (in Greek).

McCloughlin, T., O'Reilly, S., Kallery, M. (2007). Teachers views of science: the case of alternative therapies in health and medicine, Proceedings of the Primary Science  Symposium, T. McCloughlin, C. Finlayson, C. Mulhall (Eds), St. Patric's College and DCU, pp 8-12, Dublin, Ireland.  

Kallery, M. (2007). Astronomical concepts and events awareness for young children, Paper presented in  the 6th International Conference of the European Science Education Research Association, Malmo, Sweeden.

Kallery, M., and Fragonikolaki , E.  (2007).  'Learning Through Practice' and Action Research in Early-Years Teachers' Professional Upgrading in Science, Paper presented in the 6th International Conference of the European Science Education Research Association, Malmo, Sweeden.

Kallery, M. (2009). Introducing Floating and Sinking in Pre-school Employing Activities Developed Through a 'Collaborative Partnership' Approach.  Paper presented in the 7th International Conference of the European Science Education Research Association, Istanbul, Turkey, August-September 2007.  

Molohides,  A., Hatzikraniotis, E., Kallery, M., Psillos, D. (2009).  A European Project on Materials Science: The Case of Thermal Conductivity Teaching - Learning Sequence, 7th International Conference of the Balkan Physical Union, A.  Angelopoulos, (ed), AIP Conference Proceedings 1203, Published December 2009; ISBN 978-0-7354-0740-4.

Psillos, D., Hatzikraniotis, E. Molohidis, A., Kallery, M., Petridou, E. (2009). An innovative inquiry-oriented module on thermal conductivity: design, development and application, In C. P. Constantinou & N. Papadouris (editors), Physics Curriculum Design, Development and Validation. GIREP 2008 Conference Proceedings, published by the University of Cyprus.

Kallery, M. (2011). Leaning in small groups: The role of age and interactions.  Proceedings of the 7th Pan-Hellenic conference on the didactics of science and new technologies, pp. 808-816.  

McCloughlin,T., J., Kallery, M. (2011).  Primary Teachers' Naive Understanding of Natural Phenomena: The Role of Belief in Scientific Understanding, Proceedings of the Eleventh IHPST Conference, Thessaloniki, Greece.

Hatzikraniotis, E., Kallery, M., Molohidis, A., Psillos, D., (2011).  A process of improvement of a TLS on the thermal properties of materials based on inquiry and the educational technologies. Proceedings of the 7th Pan-Hellenic conference on the didactics of science and new technologies. pp 168-175.

Kallery, M. (2013).  A 'collaborative- partnership' approach for activities' development as a method for improving teachers' knowledge. Proceedings of the 8th Pan-Hellenic conference on the didactics of science and new technologies in Education, pp 777-784.

Kallery, M. (2014). In quest of teaching quality in preschool science: Teacher views of factors influencing their work.  Proceedings of the 9th International conference of the European Science Education Research Association (E.S.E.R.A.), Nicosia Cyprus, September 2013.

Kallery, M. (2016).  A ‘Collaborative Partnership’ Perspective on the Development of Activities for Professionally Upgrading Early-Years-Teachers in Science.  Proceedings of the 10th International conference of the European Science Education Research Association (E.S.E.R.A.), Helsinki Finland,  September 2015.

Sofianidis, A. and Kallery M. (2016). Assessing students’ perceptions about their Physics Teachers’ Pedagogical Content Knowledge. Proceedings of the 10th International conference of the European Science Education Research Association (E.S.E.R.A.), Helsinki Finland,  September 2015.

Tomita, A. and Kallery, M. (2016). Expert teachers’ views of factors influencing their teaching quality in early childhood science in Japan. Proceedings of the 10th International conference of the European Science Education Research Association (E.S.E.R.A.), Helsinki Finland,  September 2015.