{"id":9213,"date":"2026-03-19T15:05:34","date_gmt":"2026-03-19T15:05:34","guid":{"rendered":"https:\/\/pisa4u.gr\/teacher-training-on-scientific-literacy\/"},"modified":"2026-07-05T09:53:32","modified_gmt":"2026-07-05T09:53:32","slug":"teacher-training-on-scientific-literacy","status":"publish","type":"post","link":"https:\/\/pisa4u.gr\/en\/teacher-training-on-scientific-literacy\/","title":{"rendered":"Teacher Training on Scientific Literacy"},"content":{"rendered":"\n<div class=\"wp-block-uagb-container uagb-block-d6924da0 alignfull uagb-is-root-container\"><div class=\"uagb-container-inner-blocks-wrap\">\n<div class=\"wp-block-uagb-advanced-heading uagb-block-efa76908\"><h2 class=\"uagb-heading-text\">Teacher Training on Scientific Literacy<\/h2><\/div>\n<\/div><\/div>\n\n<div class=\"wp-block-uagb-advanced-heading uagb-block-42dab21a\"><h3 class=\"uagb-heading-text\">Description<\/h3><\/div>\n\n<div class=\"wp-block-essential-blocks-feature-list root-eb-feature-list-28yo0\"><div class=\"eb-parent-wrapper eb-parent-eb-feature-list-28yo0 \"><div class=\"eb-feature-list-28yo0 eb-feature-list-wrapper eb-icon-position-left eb-tablet-icon-position-left eb-mobile-icon-position-left eb-feature-list-left\"><ul class=\"eb-feature-list-items circle stacked\"><li class=\"eb-feature-list-item\" data-new-tab=\"false\" data-icon-type=\"icon\" data-icon=\"dashicons-hourglass\" data-icon-color=\"\" data-icon-background-color=\"\" data-link=\"\" data-show-badge=\"false\" data-badge-text=\"New\" data-badge-text-color=\"\" data-badge-background-color=\"\"><div class=\"eb-feature-list-icon-box\"><div class=\"eb-feature-list-icon-inner \"><span class=\"eb-feature-list-icon\" style=\"color:;background-color:\"><span class=\"dashicon dashicons dashicons-hourglass\"><\/span><\/span><\/div><\/div><div class=\"eb-feature-list-content-box\"><div class=\"eb-feature-list-title-wrapper\"><h3 class=\"eb-feature-list-title\">Total Duration<\/h3><\/div><p class=\"eb-feature-list-content\">48 hours (12 hours synchronous and 36 hours asynchronous)<\/p><\/div><\/li><li class=\"eb-feature-list-item\" data-new-tab=\"false\" data-icon-type=\"icon\" data-icon=\"dashicons-admin-site\" data-icon-color=\"\" data-icon-background-color=\"\" data-link=\"\" data-show-badge=\"false\" data-badge-text=\"New\" data-badge-text-color=\"\" data-badge-background-color=\"\"><div class=\"eb-feature-list-icon-box\"><div class=\"eb-feature-list-icon-inner \"><span class=\"eb-feature-list-icon\" style=\"color:;background-color:\"><span class=\"dashicon dashicons dashicons-admin-site\"><\/span><\/span><\/div><\/div><div class=\"eb-feature-list-content-box\"><div class=\"eb-feature-list-title-wrapper\"><h3 class=\"eb-feature-list-title\">Implementation Method<\/h3><\/div><p class=\"eb-feature-list-content\">Remote<\/p><\/div><\/li><li class=\"eb-feature-list-item\" data-new-tab=\"false\" data-icon-type=\"icon\" data-icon=\"dashicons-menu\" data-icon-color=\"\" data-icon-background-color=\"\" data-link=\"\" data-show-badge=\"false\" data-badge-text=\"New\" data-badge-text-color=\"\" data-badge-background-color=\"\"><div class=\"eb-feature-list-icon-box\"><div class=\"eb-feature-list-icon-inner \"><span class=\"eb-feature-list-icon\" style=\"color:;background-color:\"><span class=\"dashicon dashicons dashicons-menu\"><\/span><\/span><\/div><\/div><div class=\"eb-feature-list-content-box\"><div class=\"eb-feature-list-title-wrapper\"><h3 class=\"eb-feature-list-title\">Subject Area<\/h3><\/div><p class=\"eb-feature-list-content\">Scientific literacy<\/p><\/div><\/li><\/ul><\/div><\/div><\/div>\n\n<footer class=\"wp-block-uagb-info-box uagb-block-080ce0a3 uagb-infobox__content-wrap  uagb-infobox-icon-above-title uagb-infobox-image-valign-top\"><div class=\"uagb-ifb-content\"><div class=\"uagb-ifb-title-wrap\"><h3 class=\"uagb-ifb-title\">Link to the Training Program<\/h3><\/div><p class=\"uagb-ifb-desc\"><a href=\"https:\/\/moocs.pisa4u.gr\/course\/view.php?id=9\">https:\/\/moocs.pisa4u.gr\/course\/view.php?id=9<\/a><\/p><\/div><\/footer>\n\n<div class=\"wp-block-uagb-advanced-heading uagb-block-ed307365\"><h3 class=\"uagb-heading-text\">Information<\/h3><\/div>\n<div class=\"wp-block-uagb-faq uagb-faq__outer-wrap uagb-block-c6115d04 uagb-faq-icon-row uagb-faq-layout-accordion uagb-faq-expand-first-false uagb-faq-inactive-other-true uagb-faq__wrap uagb-buttons-layout-wrap uagb-faq-equal-height     \" data-faqtoggle=\"true\" role=\"tablist\"><div class=\"wp-block-uagb-faq-child uagb-faq-child__outer-wrap uagb-faq-item uagb-block-0cc4ff51 \" role=\"tab\" tabindex=\"0\"><div class=\"uagb-faq-questions-button uagb-faq-questions\">\t\t\t<span class=\"uagb-icon uagb-faq-icon-wrap\">\n\t\t\t\t\t\t\t\t<svg xmlns=\"https:\/\/www.w3.org\/2000\/svg\" viewBox= \"0 0 448 512\"><path d=\"M432 256c0 17.69-14.33 32.01-32 32.01H256v144c0 17.69-14.33 31.99-32 31.99s-32-14.3-32-31.99v-144H48c-17.67 0-32-14.32-32-32.01s14.33-31.99 32-31.99H192v-144c0-17.69 14.33-32.01 32-32.01s32 14.32 32 32.01v144h144C417.7 224 432 238.3 432 256z\"><\/path><\/svg>\n\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t<span class=\"uagb-icon-active uagb-faq-icon-wrap\">\n\t\t\t\t\t\t\t\t<svg xmlns=\"https:\/\/www.w3.org\/2000\/svg\" viewBox= \"0 0 448 512\"><path d=\"M400 288h-352c-17.69 0-32-14.32-32-32.01s14.31-31.99 32-31.99h352c17.69 0 32 14.3 32 31.99S417.7 288 400 288z\"><\/path><\/svg>\n\t\t\t\t\t\t\t<\/span>\n\t\t\t<span class=\"uagb-question\">Purpose<\/span><\/div><div class=\"uagb-faq-content\"><p>To support science teachers to gain a deep understanding of the PISA framework for scientific literacy and to be able to translate the characteristics of PISA-style questions and topics into targeted teaching practices and assessment activities. In this way, students will strengthen their ability to interpret phenomena, design and evaluate investigations, critically analyze data, and make evidence-based decisions in authentic contexts. <\/p><\/div><\/div><div class=\"wp-block-uagb-faq-child uagb-faq-child__outer-wrap uagb-faq-item uagb-block-7ef65281 \" role=\"tab\" tabindex=\"0\"><div class=\"uagb-faq-questions-button uagb-faq-questions\">\t\t\t<span class=\"uagb-icon uagb-faq-icon-wrap\">\n\t\t\t\t\t\t\t\t<svg xmlns=\"https:\/\/www.w3.org\/2000\/svg\" viewBox= \"0 0 448 512\"><path d=\"M432 256c0 17.69-14.33 32.01-32 32.01H256v144c0 17.69-14.33 31.99-32 31.99s-32-14.3-32-31.99v-144H48c-17.67 0-32-14.32-32-32.01s14.33-31.99 32-31.99H192v-144c0-17.69 14.33-32.01 32-32.01s32 14.32 32 32.01v144h144C417.7 224 432 238.3 432 256z\"><\/path><\/svg>\n\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t<span class=\"uagb-icon-active uagb-faq-icon-wrap\">\n\t\t\t\t\t\t\t\t<svg xmlns=\"https:\/\/www.w3.org\/2000\/svg\" viewBox= \"0 0 448 512\"><path d=\"M400 288h-352c-17.69 0-32-14.32-32-32.01s14.31-31.99 32-31.99h352c17.69 0 32 14.3 32 31.99S417.7 288 400 288z\"><\/path><\/svg>\n\t\t\t\t\t\t\t<\/span>\n\t\t\t<span class=\"uagb-question\">Learning Outcomes<\/span><\/div><div class=\"uagb-faq-content\"><p><strong>Module 2:<\/strong><br \/>Upon completion of this module, participants will be able to:<br \/>\u2022 describe the purpose, philosophy, and historical development of the PISA cycles<br \/>\u2022 explain what PISA assesses and what it does not assess, with an emphasis on the shift from testing school-based knowledge to evaluating the ability to apply knowledge and skills in a variety of real-world contexts<br \/>\u2022 describe the key features of the PISA test structure, such as topics, introductory texts, question types, the format of the digital test, and how adaptive testing works.<br \/>\u2022 interpret key methodological parameters of PISA, such as the target population, sampling, the role of questionnaires, performance scales and proficiency levels, as well as the scope of international participation in PISA 2025.<br><strong>Module 3:<\/strong><br \/>Upon completion of this module, participants will be able to:<br \/>\u2022 define scientific literacy as defined by PISA 2025.<br \/>\u2022 describe the key dimensions of scientific literacy in PISA, such as knowledge, skills, attitudes, and contexts.<br \/>\u2022 distinguish between the concepts of competence and skill, in accordance with the PISA framework<br \/>\u2022 relate the evolution of the definition of scientific literacy to changes in perceptions of the role of the scientifically and technologically literate citizen in modern society.<br><strong>Module 4:<\/strong><br \/>Upon completion of this module, participants will be able to:<br \/>\u2022 describe the thematic\/question frameworks used by PISA (personal, local-national, and global) and explain the rationale behind the framework used for specific PISA-type questions.<br>\u2022 identify and explain the scientific competence assessed by a PISA-type question<br \/>\u2022 describe the three types of knowledge in PISA (content knowledge, procedural knowledge, and scientific\/epistemological knowledge) and explain the type of knowledge required by different questions.<br>\u2022 design questions that utilize different contexts, assess selected scientific competencies, and require different types of knowledge to be answered.<br>\u2022 explain the importance of the environmental dimension and action in the Anthropocene, describing the environmental competencies assessed by PISA and their connection to scientific literacy.<br>\u2022 relate attitudes, scientific identity, and source evaluation to the concept of scientific identity within the PISA framework.<br>\u2022 recognize the relationship between attitudes toward science, scientific identity, and source evaluation, and explain how these factors influence the evidence-based interpretation of information and decision-making on scientific and social science issues<br \/>\u2022 apply the basic principles of coding and scoring responses.<br><strong>Module 5:<\/strong><br \/>Upon completion of this module, participants will be able to:<br \/>\u2022 describe the trends in Greek students\u2019 performance on the PISA over time and compare key aspects of that performance with the performance of other countries.<br>\u2022 identify and analyze key weaknesses in teaching and assessment in the natural sciences, based on performance data and questionnaire responses, such as:<br \/>a) traditional teaching methods,<br \/>b) an emphasis on assessing declarative knowledge and solving problems that typically require knowledge of standardized methodology,<br \/>c) \u201crecipe-style\u201d laboratory work,<br \/>d) a lack of scientific knowledge.<br>e) questions that typically do not require students to utilize information from representations or from a combination of sources.<br>\u2022 identify disparities in student performance through performance data and questionnaire responses, such as:<br \/>a) The \u201cperformance gap.\u201d<br>b) Performance differences based on socioeconomic status, gender, and immigrant background.<br>\u2022 link the difficulties in transitioning to more innovative forms of teaching to the centripetal forces present in our educational system and to problems with professional development.<br><strong>Module 6:<\/strong><br \/>Upon completion of this module, participants will be able to:<br \/>\u2022 translate key PISA findings into priorities for science education, with an emphasis on:<br \/>a) inquiry-based teaching and learning,<br \/>b) the interpretation of data from authentic contexts,<br \/>c) scientific methodology skills, and<br \/>d) scientific\/epistemological knowledge.<br \/>\u2022 design activities that utilize authentic data and representations, such as tables and graphs, to enhance students\u2019 scientific literacy.<br \/>\u2022 incorporate PISA-style topics into their teaching, integrating appropriate instructional scaffolding to support students with varying levels of readiness.<br \/>\u2022 adjust the difficulty of a question or activity to accommodate different levels of difficulty.<br \/>\u2022 design or redesign a one-class-period lesson, utilizing PISA topic repositories and educational materials, as well as sample lesson plans.<br><strong>Module 7:<\/strong><br \/>Upon completion of this module, participants will be able to:<br \/>\u2022 relate key principles of the PISA framework to elements of the New Curricula.<br \/>\u2022 evaluate 2\u20133 lesson plans in terms of their relevance to the PISA framework<br \/>\u2022 design a short-term intervention or action research project to investigate difficulties and strengthen students\u2019 interpretation and argumentation skills.<br \/>\u2022 incorporate elements of the PISA framework into Collaborative Planning activities and forms of collaborative professional learning at school.<br><strong>Module 8:<\/strong><br \/>Upon completion of this unit, participants will be able to:<br \/>\u2022 responsibly communicate PISA results, recognizing what the study measures and what it does not, and translating key findings into evidence-based educational priorities, rather than focusing narrowly on the country\u2019s position in the overall rankings.<br \/>\u2022 explain the importance of developing scientific literacy in modern societies, linking it to the needs of evidence-based decision-making and responsible engagement in social and scientific issues.<\/p><\/div><\/div><div class=\"wp-block-uagb-faq-child uagb-faq-child__outer-wrap uagb-faq-item uagb-block-d4b33734 \" role=\"tab\" tabindex=\"0\"><div class=\"uagb-faq-questions-button uagb-faq-questions\">\t\t\t<span class=\"uagb-icon uagb-faq-icon-wrap\">\n\t\t\t\t\t\t\t\t<svg xmlns=\"https:\/\/www.w3.org\/2000\/svg\" viewBox= \"0 0 448 512\"><path d=\"M432 256c0 17.69-14.33 32.01-32 32.01H256v144c0 17.69-14.33 31.99-32 31.99s-32-14.3-32-31.99v-144H48c-17.67 0-32-14.32-32-32.01s14.33-31.99 32-31.99H192v-144c0-17.69 14.33-32.01 32-32.01s32 14.32 32 32.01v144h144C417.7 224 432 238.3 432 256z\"><\/path><\/svg>\n\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t<span class=\"uagb-icon-active uagb-faq-icon-wrap\">\n\t\t\t\t\t\t\t\t<svg xmlns=\"https:\/\/www.w3.org\/2000\/svg\" viewBox= \"0 0 448 512\"><path d=\"M400 288h-352c-17.69 0-32-14.32-32-32.01s14.31-31.99 32-31.99h352c17.69 0 32 14.3 32 31.99S417.7 288 400 288z\"><\/path><\/svg>\n\t\t\t\t\t\t\t<\/span>\n\t\t\t<span class=\"uagb-question\">Schedule<\/span><\/div><div class=\"uagb-faq-content\"><p>The Training Program is organized into modules, with a total training duration of 48 hours. The modules that make up the program are as follows: <br><br>1. PISA [Programme for International Student Assessment]<br \/>2. Literacy [in Science]: Concepts and Theoretical Framework<br \/>3. Literacy [in Science]: The Assessment Framework<br \/>4. Literacy [in Science]: Research Materials, Data, and Results from the PISA Study<br \/>5. Educational\/Instructional Applications of the PISA Study<br \/>6. Utilization of PISA Research Findings<br \/>7. Public Understanding and Communication of PISA Research<br \/>8. Final Project\u2014Submission of a Lesson Plan and Development of PISA-Style Questions<\/p><\/div><\/div><div class=\"wp-block-uagb-faq-child uagb-faq-child__outer-wrap uagb-faq-item uagb-block-e76a522e \" role=\"tab\" tabindex=\"0\"><div class=\"uagb-faq-questions-button uagb-faq-questions\">\t\t\t<span class=\"uagb-icon uagb-faq-icon-wrap\">\n\t\t\t\t\t\t\t\t<svg xmlns=\"https:\/\/www.w3.org\/2000\/svg\" viewBox= \"0 0 448 512\"><path d=\"M432 256c0 17.69-14.33 32.01-32 32.01H256v144c0 17.69-14.33 31.99-32 31.99s-32-14.3-32-31.99v-144H48c-17.67 0-32-14.32-32-32.01s14.33-31.99 32-31.99H192v-144c0-17.69 14.33-32.01 32-32.01s32 14.32 32 32.01v144h144C417.7 224 432 238.3 432 256z\"><\/path><\/svg>\n\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t<span class=\"uagb-icon-active uagb-faq-icon-wrap\">\n\t\t\t\t\t\t\t\t<svg xmlns=\"https:\/\/www.w3.org\/2000\/svg\" viewBox= \"0 0 448 512\"><path d=\"M400 288h-352c-17.69 0-32-14.32-32-32.01s14.31-31.99 32-31.99h352c17.69 0 32 14.3 32 31.99S417.7 288 400 288z\"><\/path><\/svg>\n\t\t\t\t\t\t\t<\/span>\n\t\t\t<span class=\"uagb-question\">Who is this intended for?<\/span><\/div><div class=\"uagb-faq-content\"><p>The training program is intended for secondary school teachers in the following subject areas: PE04<br><\/p><\/div><\/div><div class=\"wp-block-uagb-faq-child uagb-faq-child__outer-wrap uagb-faq-item uagb-block-f0fbd74b \" role=\"tab\" tabindex=\"0\"><div class=\"uagb-faq-questions-button uagb-faq-questions\">\t\t\t<span class=\"uagb-icon uagb-faq-icon-wrap\">\n\t\t\t\t\t\t\t\t<svg xmlns=\"https:\/\/www.w3.org\/2000\/svg\" viewBox= \"0 0 448 512\"><path d=\"M432 256c0 17.69-14.33 32.01-32 32.01H256v144c0 17.69-14.33 31.99-32 31.99s-32-14.3-32-31.99v-144H48c-17.67 0-32-14.32-32-32.01s14.33-31.99 32-31.99H192v-144c0-17.69 14.33-32.01 32-32.01s32 14.32 32 32.01v144h144C417.7 224 432 238.3 432 256z\"><\/path><\/svg>\n\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t<span class=\"uagb-icon-active uagb-faq-icon-wrap\">\n\t\t\t\t\t\t\t\t<svg xmlns=\"https:\/\/www.w3.org\/2000\/svg\" viewBox= \"0 0 448 512\"><path d=\"M400 288h-352c-17.69 0-32-14.32-32-32.01s14.31-31.99 32-31.99h352c17.69 0 32 14.3 32 31.99S417.7 288 400 288z\"><\/path><\/svg>\n\t\t\t\t\t\t\t<\/span>\n\t\t\t<span class=\"uagb-question\">Requirements for Successful Completion<\/span><\/div><div class=\"uagb-faq-content\"><p>Participants who complete the entire Training Program (both synchronous and asynchronous formats) are required to complete all self-assessment exercises, as well as the final project. Participants who complete the Training Program in full will receive a <strong>Certificate of Successful Completion<\/strong> from the Center for Lifelong Learning (KEDIVIM) of the University of Ioannina, which will specify the duration of the program and the number of ECTS credits.<br \/>Please note that in order to progress from one module to the next, full-time participants must achieve a 75% passing score on the Self-Assessment Exercise. To successfully complete the Training Program, the final project must receive a positive evaluation.  <\/p><\/div><\/div><div class=\"wp-block-uagb-faq-child uagb-faq-child__outer-wrap uagb-faq-item uagb-block-892b50e9 \" role=\"tab\" tabindex=\"0\"><div class=\"uagb-faq-questions-button uagb-faq-questions\">\t\t\t<span class=\"uagb-icon uagb-faq-icon-wrap\">\n\t\t\t\t\t\t\t\t<svg xmlns=\"https:\/\/www.w3.org\/2000\/svg\" viewBox= \"0 0 448 512\"><path d=\"M432 256c0 17.69-14.33 32.01-32 32.01H256v144c0 17.69-14.33 31.99-32 31.99s-32-14.3-32-31.99v-144H48c-17.67 0-32-14.32-32-32.01s14.33-31.99 32-31.99H192v-144c0-17.69 14.33-32.01 32-32.01s32 14.32 32 32.01v144h144C417.7 224 432 238.3 432 256z\"><\/path><\/svg>\n\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t<span class=\"uagb-icon-active uagb-faq-icon-wrap\">\n\t\t\t\t\t\t\t\t<svg xmlns=\"https:\/\/www.w3.org\/2000\/svg\" viewBox= \"0 0 448 512\"><path d=\"M400 288h-352c-17.69 0-32-14.32-32-32.01s14.31-31.99 32-31.99h352c17.69 0 32 14.3 32 31.99S417.7 288 400 288z\"><\/path><\/svg>\n\t\t\t\t\t\t\t<\/span>\n\t\t\t<span class=\"uagb-question\">Instructors<\/span><\/div><div class=\"uagb-faq-content\"><p><strong>Sotiris Dosis<\/strong><br \/>Sotiris Dosis holds a Ph.D. in Science Education and is a graduate of the School of Physics and Mathematics at the National and Kapodistrian University of Athens. He has many years of teaching experience in both public and private education, having held positions of responsibility such as school principal, Head of the Center for Teacher Training and Development (EKFE), and Coordinator of the PE04 Educational Project. For the past four years, he has served as the PE04 Education Advisor at the 4th Athens Regional Directorate of Education. Additionally, he is a certified Level II ICT trainer with extensive experience in both in-person and distance learning programs. His work includes the publication of educational materials, as well as the design of learning resources for physics, several of which have been incorporated into the National Repository of Educational Content \u201cFotodendro.\u201d<br><br><strong>Christos Papakonstantinopoulos<\/strong><br \/>Graduate of the Department of Physics at the University of Patras (1996). Physics teacher at a private high school. <br><br><strong>Stavros Kolovos<\/strong><br \/>He holds a bachelor\u2019s degree in Physics from the University of Patras and a master\u2019s degree from the University of the Peloponnese (Department of Social and Educational Policy). He has worked for many years as a teacher in public secondary education. <br><br><strong>Kostas Apostolopoulos<\/strong><br \/>Chemist and Pharmacist, Ph.D. in Chemistry, M.Ed. (Theory, Practice, and Evaluation of Educational Work, Specialization in Educational Evaluation), M.A.Ed. (Adult Education) Member of the Council of the Quality Assurance Authority for Primary and Secondary Education (ADIPSE). Member of the Scientific Committee for National Diagnostic Examinations. Member of the Council of the National Examinations Organization (EOE).  <br><br><strong>Maria Vlassi<\/strong><br \/>&#8211;<br><br><strong>Christodoulos Makedonas<\/strong><br>Christodoulos D. Makedonas is a chemist, a graduate of the Department of Chemistry at the National and Kapodistrian University of Athens, and holds a master\u2019s degree in Inorganic Chemistry and Technology as well as a Ph.D. in Chemistry from the same university. After completing his Ph.D., he worked as a postdoctoral researcher at the Inorganic Chemistry Laboratory of the National and Kapodistrian University of Athens. As part of his duties, he taught both undergraduate and graduate courses in his department. He has been serving in public education since 2007, having worked at both middle schools and high schools, including vocational high schools (EPAL). He has been a member of the faculty at the Model High School of the Evangelical School of Smyrna since 2013. In 2014, he founded the Chemistry Club titled \u201cChemistry in vivo, in vitro, and in silico.\u201d As part of the Chemistry Club\u2019s activities, both he and his students have won awards in national and international competitions. His research interests focus on the adaptation of scientific knowledge for the classroom, with a particular emphasis on the fields of spectroscopy, molecular simulations, and drug design.<br> <br><strong>Maria Dokopoulou<\/strong><br \/>&#8211;<br><br><strong>Stratis Katakos<\/strong><br \/>A secondary school teacher with master\u2019s degrees in Biology Education and New Technologies, as well as in Distance Education. He also holds a Ph.D. in conceptual ecology of evolutionary theory. <\/p><\/div><\/div><div class=\"wp-block-uagb-faq-child uagb-faq-child__outer-wrap uagb-faq-item uagb-block-0fed1446 \" role=\"tab\" tabindex=\"0\"><div class=\"uagb-faq-questions-button uagb-faq-questions\">\t\t\t<span class=\"uagb-icon uagb-faq-icon-wrap\">\n\t\t\t\t\t\t\t\t<svg xmlns=\"https:\/\/www.w3.org\/2000\/svg\" viewBox= \"0 0 448 512\"><path d=\"M432 256c0 17.69-14.33 32.01-32 32.01H256v144c0 17.69-14.33 31.99-32 31.99s-32-14.3-32-31.99v-144H48c-17.67 0-32-14.32-32-32.01s14.33-31.99 32-31.99H192v-144c0-17.69 14.33-32.01 32-32.01s32 14.32 32 32.01v144h144C417.7 224 432 238.3 432 256z\"><\/path><\/svg>\n\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\t<span class=\"uagb-icon-active uagb-faq-icon-wrap\">\n\t\t\t\t\t\t\t\t<svg xmlns=\"https:\/\/www.w3.org\/2000\/svg\" viewBox= \"0 0 448 512\"><path d=\"M400 288h-352c-17.69 0-32-14.32-32-32.01s14.31-31.99 32-31.99h352c17.69 0 32 14.3 32 31.99S417.7 288 400 288z\"><\/path><\/svg>\n\t\t\t\t\t\t\t<\/span>\n\t\t\t<span class=\"uagb-question\">Application for Participation<\/span><\/div><div class=\"uagb-faq-content\"><p><a href=\"https:\/\/docs.google.com\/forms\/d\/e\/1FAIpQLScVtcNn6IajWdOzOBlvzeYIFdZoriu2iTdR9zmrd7OsA28ZXA\/viewform\">https:\/\/docs.google.com\/forms\/d\/e\/1FAIpQLScVtcNn6IajWdOzOBlvzeYIFdZoriu2iTdR9zmrd7OsA28ZXA\/viewform<\/a><\/p><\/div><\/div><\/div>","protected":false},"excerpt":{"rendered":"<p>1st Round \u2013 Application Deadline &#8211; 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