Silvia D’Apollonia received her Ph.D. in Plant Physiology from King’s College, University of London and in 1997 she completed a Ph.D. in the Special Individualized Program at Concordia University. She is still passionate about the sciences, however her most recent work has had a pedagogical focus. Her empirical work on group learning has helped to transform and increase the effectiveness of implementing cooperative and collaborative learning. Additionally, her contributions on the topic of students’ evaluation of teaching effectiveness have added significantly to the field of pedagogical research. Silvia was awarded the 2013-2014 Dawson College Research Recognition Award.
science education, mental models and complex systems.
Contributions to Dawson’s Community:
Silvia is an active participant in the SALTISE research group hosted at Dawson College. Additionally, Silvia has been a mentor not only to her students but also to fellow faculty members and actively supported their research over the course of her tenure at Dawson College.
d’Apollonia, S., Seivewright, B., Kunicki, S. “Learners, not Lurkers: Connecting Conceptual and Social Networks in Science Education.” Programme d’aide à la recherche sur l’enseignement et l’apprentissage (PAREA), 2011-2013.
d’Apollonia, S., et al. for Dawson College . Inquiry-based interdisciplinary environmental studies: College option. MELS: Chantier 3 . This project was a collaboration among Dawson College, le Collège de Bois-de-Boulogne and l’Université du Québec à Montréal (UQAM), 2009-2010.
d’Apollonia, S. and others. Alignment of Mathematics and Science Curricula Project. Canada Quebec Entente, 2006-2009.
Abrami, P. C., d’Apollonia, S., & Rosenfield, S. ” The Dimensionality of Student Ratings of Instruction: What We Know and What We Do Not*.” The scholarship of teaching and learning in higher education: An evidence-based perspective (pp. 385-456). Springer Netherlands, 2007
Return to Researcher Profiles