Publications in peer-reviewed international journals
Google Scholar link here. Web of Science link here. Scopus link here

21. Moutsakis, G., Paschalidou, K., Salta, K. (2024). Chemistry Laboratory Experiments Focusing on Students’ Engagement in Scientific Practices and Central Ideas of Chemical Practices. Chemistry Teacher International, https://doi.org/10.1515/cti-2024-0070

20. Koulougliotis, D., Paschalidou, K., & Salta, K. (2024). Secondary School Students’ Engagement with Environmental Issues via Teaching Approaches Inspired by Green Chemistry. Sustainability, 16(6), 7052. https://doi.org/10.3390/su16167052

19. Salta, K., & Koulougliotis, D. (2022). Exploring factors that affect undergraduate students’ motivation to learn chemistry and physics. Journal of Baltic Science Education, 21(6A), 1191-1204. https://doi.org/10.33225/jbse/22.21.1191

18. Paschalidou, K., Salta, K., & Koulougliotis, D. (2022). Exploring the connections between systems thinking and green chemistry in the context of chemistry education: A scoping review. Sustainable Chemistry and Pharmacy,29, 100788. https://doi.org/10.1016/j.scp.2022.100788

17. Salta, K., Ntalakou, E., & Tsiortos, Z. (2022). Review of Hands-On Laboratory Experiments Employing Household Supplies. Journal of Chemical Education. 99(7), 2563–2571. https://doi.org/10.1021/acs.jchemed.2c00037

16. Salta, K., Paschalidou, K., Tsetseri, M., & Koulougliotis, D. (2022). Shift from a Traditional to a Distance Learning Environment during the COVID-19 Pandemic: University Students’ Engagement and Interactions. Science & Education. 31 (1), 93–122. https://doi.org/10.1007/s11191-021-00234-x

15. Vachliotis, T., Salta, K. & Tzougraki C. (2021). Developing Ba sic Systems Thinking Skills for Deeper Understanding of Chemistry Conc epts in High School Students. Thinking Skills and Creativity. 41, 100881. https://doi.org/10.1016/j.tsc.2021.100881

14. Koulougliotis, D., Antonoglou, L., & Salta, K. (2021). Probing Greek secondary school students’ awareness of Green Chemistry Principles infused in context-based projects related to socio-scientific issues. International Journal of Science Education , 43 (2), 298-313. https://doi.org/10.1080/09500693.2020.1867327

13. Salta, K., & Koulougliotis, D. (2020). Domain specificity of motivation: Chemistry and Physics Learning among Undergraduate Students of Three Academic Majors. International Journal of Science Education,  42 (2), 253-270. https://doi.org/10.1080/09500693.2019.1708511

12. Gkitzia, V., Salta, K. & Tzougraki C. (2020). Students’ Competence in Translating Between Different Types of Chemical Representations. Chemistry Education Research and Practice, 21 (1), 307- 330. https://doi.org/10.1039/C8RP00301G

11. Antonoglou, L., Salta, K., & Koulougliotis, D. (2019). Integration of web-based tools in science teaching in secondary education in Greece. AIP Conference Proceedings, 2075 (1), 200002. https://doi.org/10.1063/1.5091427


10. Vlacholia, M., Vosniadou, S., Roussos, P., Salta, K., Kazi, S., Sigalas, M. & Tzougraki, C. (2017). Changes in Visual/Spatial and Analytic Strategy Use in Organic Chemistry with the Development of Expertise. Chemistry Education Research and Practic e, 18(4), 763-773. https://doi.org/10.1039/C7RP00036G

9. Gegios, T., Salta, K. & Koinis, S. (2017). Investigating high-school chemical kinetics: the Greek chemistry textbook and students’ difficulties. Chemistry Education Research and Practice, 18(1), 151-168. https://doi.org/10.1039/C6RP00192K

8. Salta, K. & Koulougliotis, D. (2015). Assessing motivation to learn chemistry: adaptation and validation of Science Motivation Questionnaire II with Greek secondary school students. Chemistry Education Research and Practice, 16(2), 237-250. https://doi.org/10.1039/C4RP00196F

7. Tzougraki, C., Salta, K. & Vachliotis, T. (2014). Development and Evaluation of a Systemic Assessment Framework in Organic Chemistry. African Journal of Chemical Education, 4(2), Special Issue (Part I), 101-121. 

6. Vachliotis, T., Salta, K. & Tzougraki C. (2014). Meaningful Understanding and Systems Thinking in Organic Chemistry: Validating Measurement and Exploring Relationships. Research in Science Education, 44(2), 239-266. https://doi.org/10.1007/s11165-013-9382-x

5. Salta, K., Gekos, M., Petsimeri, I., & Koulougliotis, D. (2012). Discovering factors that influence the decision to pursue a chemistry-related career: A comparative analysis of the experiences of non scientist adults and chemistry teachers in Greece.  Chemistry Education Research and Practice, 13(4), 437-446. https://doi.org/10.1039/C2RP20053H

4. Vachliotis, T., Salta, K., Vasiliou, P. & Tzougraki C. (2011). Exploring Novel Tools for Assessing Students’ Meaningful Understanding of Organic Reactions in High School. Journal of Chemical Education,   88(3), 337–345. https://doi.org/10.1021/ed9000415

3. Gkitzia, V., Salta, K. & Tzougraki C. (2011). Development and Application of Suitable Criteria for the Evaluation of Chemical Representations in School Textbooks. Chemistry Education Research and Practice, 12(1), 5-14. https://doi.org/10.1039/C1RP90003J

2.  Salta, K., & Tzougraki C. (2011). Conceptual versus Algorithmic Problem-solving: Focusing on Problems dealing with Conservation of Matter in Chemistry. Research in Science Education, 41(4), 587-609. https://doi.org/10.1007/s11165-010-9181-6

1. Salta, K. & Tzougraki C. (2004). Attitudes toward Chemistry among Eleventh Grade Students in High Schools in Greece. ScienceEducation, 88(4), 535-547. https://doi.org/10.1002/sce.10134