K. Kampourakis (2024) Teaching school genetics in the 2020s: Why “naive” Mendelian Genetics has to go. Cold Spring Harbor Perspectives in Biology. link
R.G. Duncan, R. Krishnamoorthy, U. Harms, M. Haskel-Ittah, K. Kampourakis, N. Gericke, M. Hammann, M. Jimenez-Aleixandre, R. H. Nehm, M. J. Reiss, A. Yarden (2024) The sociopolitical in human genetics education. Science, 383 (6685), 826-828.
R. Brock, N. Tsourakis, K. Kampourakis, (2024) Using text mining to identify teleological explanations in physics and biology textbooks: An exploratory study. Science & Education (online first).
K. Kampourakis, E.L. Peterson (2023) The racist origins, racialist connotations, and purity assumptions of the concept of “admixture” in human evolutionary genetics. Genetics, 223(3) (iyad002).
F. Stern, K. Kampourakis, A. Müller (2023) “Genes for a role”, “genes as essences”: Secondary students’ explicit and implicit intuitions about genetic essentialism and teleology. Journal of Research in Science Teaching, 60(2), 237-267.
R. Brock, K. Kampourakis (2023) A justification of legitimate teleological explanations in physics education: An argument from necessary constraints. Science & Education, 32, 927-945.
K. Kampourakis (2022) Reconsidering the goals of evolution education: defining evolution and evolutionary literacy. Evo Edu Outreach 15, 21.
F. Stern, M. Delaval, K. Kampourakis, A. Müller A (2020) Implicit associations of teleology and essentialism concepts with genetics concepts among secondary school students. PLoS ONE 15 (11): e0242189.
F. Stern, K. Kampourakis, M. Delaval, A. Müller (2020) Development and validation of a questionnaire measuring secondary students’ Genetic Essentialism and Teleology (GET) conceptions. International Journal of Science Education, 42(2) 218-252.
K. Kampourakis (2020) Students’ “teleological misconceptions” in evolution education: why the underlying design stance, not teleology per se, is the problem. Evolution: Education and Outreach, 13 1
K. Kampourakis, F. Stern (2018) Reconsidering the meaning of concepts in biology: Why distinctions are so important. BioEssays, 40, 1800148
F. Stern, K. Kampourakis, C. Huneault, P. Silveira, A. Müller (2018) Undergraduate biology students’ teleological and essentialist misconceptions. Education Sciences, 8(3), 135.
K. McCain, K. Kampourakis (2018) Which question do polls about evolution and belief really ask, and why does it matter? Public Understanding of Science, 27(1) 2–10.
F. Stern, K. Kampourakis (2017) Teaching for genetics literacy in the post-genomic era. Studies in Science Education, 53(2), 193-225.
K. Kampourakis, P. Silveira, B.J. Strasser (2016) How do pre-service biology teachers explain the origin of traits? : A philosophical analysis. Science Education, 100(6), 1124-1149.
R. Nehm, K. Kampourakis (2016) Conceptual change in science and science education. Encyclopedia of Educational Philosophy and Theory, 1-5.
K. Kampourakis, K. McCain (2016) Believe in or about Evolution? BioScience, 66(3), 187-188.
K. Kampourakis (2016) The “general aspects” conceptualization as a pragmatic and effective means to introducing students to nature of science. Journal of Research in Science Teaching, 53(5), 667-682.
K. Kampourakis, C. Gripiotis (2015) Darwinism in context: An interdisciplinary, highly contextualized course on nature of science. Perspectives in Science, 5, (25-35).
W.F. McComas, K. Kampourakis (2015) Using the history of biology, chemistry, geology, and physics to illustrate general aspects of nature of science. Review of Science, Mathematics and ICT Education, 9 (1), 47-76.
M.F. Campanile, N.G. Lederman, K. Kampourakis (2015) Mendelian genetics as a platform for teaching about Nature of Science and Scientific Inquiry: the value of textbooks. Science & Education, 24 (1-2), 205-225.
K. Kampourakis (2015) The need for interdisciplinary dialog in evolution education: A comment on the responses by Ware & Gelman and Shtulman. Cognitive Science, 39(4), 846-848.
K. Kampourakis (2015) Distorting the history of evolutionary thought in conceptual development research. Cognitive Science, 39(4), 833-837.
K. Kampourakis, B.J. Strasser (2015) The evolutionist, the creationist and the ‘unsure’: picking up the wrong fight? International Journal of Science Education, Part B: Communication and Public Engagement, 5(3), 271-275.
K. Kampourakis, A. Minelli (2014) Evolution makes more sense in the light of development. The American Biology Teacher, 76(8), 493-498.
K. Kampourakis, E. Vayena, C. Mitropoulou, R.H. van Schaik, D.N. Cooper, J. Borg, G.P. Patrinos (2014) Key challenges for next-generation pharmacogenomics. EMBO Reports, 15(5), 472-476.
K. Kampourakis, A. Minelli (2014) Understanding evolution: why evo-devo matters. Bioscience, 64(5): 381-382.
K. Kampourakis (2013) Mendel and the path to Genetics: portraying science as a social process. Science & Education, 22(2), 293-324.
K. Kampourakis (2013) Teaching about adaptation: Why evolutionary history matters. Science & Education, 22(2), 173-188.
K. Kampourakis (2013) Nägeli, Carl von. In Stanley Maloy and Kelly Hughes (Eds) (2012) Brenner’s Online Encyclopedia of Genetics (2nd edition) pp.2-3.
T.R. Reydon, K. Kampourakis, G.P. Patrinos (2012) Genetics, genomics and society: the responsibilities of scientists for science communication and education. Personalized Medicine, 9(6), 633-643.
K. Kampourakis, E. Palaiokrassa, M. Papadopoulou, V. Pavlidi, M. Argyropoulou (2012) Children’s intuitive teleology: shifting the focus of evolution education research. Evolution Education and Outreach, 5(2), 279-291.
K. Kampourakis, V. Pavlidi, M. Papadopoulou, E. Palaiokrassa (2012) Children’s teleological intuitions: what kind of explanations do 7-8 year olds give for the features of organisms, artifacts and natural objects? Research in Science Education, 42(4), 651-671.
K. Kampourakis, W.F. McComas (2010) Charles Darwin and evolution: illustrating human aspects of science. Science & Education, 19 (6-8), 637-654.
K. Kampourakis, V. Zogza. (2009) Preliminary evolutionary explanations: a basic framework for conceptual change and explanatory coherence in evolution. Science & Education, 18(10), 1313-1340.
K. Kampourakis, V. Zogza (2008) Students’ intuitive explanations of the causes of homologies and adaptations. Science & Education, 17(1), 27-47.
K. Kampourakis, V. Zogza (2007) Students’ preconceptions about evolution: how accurate is the characterization as “Lamarckian” when considering the history of evolutionary thought? Science & Education, 16(3-5), 393-422.
K. Kampourakis (2007) Teleology in biology, chemistry and physics education: what primary teachers should know. Review of Science, Mathematics and ICT Education, 1(2), 81-93.
K. Kampourakis (2006) The finches’ beaks: introducing evolutionary concepts. Science Scope, 29(6), 14-17.
K. Kampourakis, V. Zogza. (2006) Tempo and mode of teaching evolution. Themes in Education, 7(1), 3-24.
K. Kampourakis, K. Roumeliotou (2004) Mendel was not alone. Biologist, 51(1), 54-57.