Chrysanthos Socratous
Papers
5
Total Citations
50
H-Index
4
About
Chrysanthos Socratous is an educational technology researcher whose work centers on educational robotics, collaborative learning, and STEM education. His research explores how robotics-based learning environments can foster deeper cognitive and social engagement among students, with a particular focus on group metacognition, collaborative knowledge construction, and problem-based pedagogy. Socratous has made significant contributions to understanding how curriculum structure influences student learning outcomes in robotics contexts. His highly cited 2022 study (17 citations) examined how curriculum design impacts group metacognition during collaborative problem-solving, while his 2021 work (12 citations) investigated debugging practices in block-based programming under structured versus unstructured conditions. His earlier research from 2018 (11 citations) demonstrated how educational robotics environments can effectively integrate computer-supported collaborative learning with authentic, real-world problem simulations at the primary school level. Beyond technical skill development, Socratous has championed the creative and civic potential of educational robotics, notably through a curriculum linking robotics to road safety education. His body of work, accumulating over 50 citations, positions him as a thoughtful voice in the field of K-12 STEM pedagogy, offering educators and researchers practical, evidence-based frameworks for leveraging robotics as powerful mindtools to support meaningful collaborative learning experiences.
Research Focus
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