Konstantinos Alexakos is a Professor and Program Coordinator for General Science (GSCI) and Science Education (covering biology, chemistry, physics and earth science for grades K-12) at the School of Education, Brooklyn College, City University of New York (CUNY). He also holds a professorship in The Ph.D. Program in Urban Education at the Graduate Center, CUNY. His academic work focuses on science education, teacher development, and the integration of mindfulness practices in educational settings. His educational background includes: B.S. in Physics from The City College of New York - CUNY (1989) M.A. in Education in Physics and General Science from New York University (2000) M.Phil. in Science Education from Columbia University (2004) Ph.D. in Science Education from Teachers College, Columbia University (2005) Alexakos's research interests span multiple interconnected domains within science education. He has made significant contributions to understanding mindfulness and wellness in educational contexts , particularly how contemplative practices can enhance teaching and learning environments. His work explores emotional dimensions of science education , examining how teachers and students navigate emotional landscapes in classrooms. He has pioneered research on cogenerative dialogue and coteaching as mechanisms for improving educational practice. His scholarship also addresses diversity, equity, and inclusion in science education, with particular attention to race, gender, and cultural considerations. Alexakos investigates teacher identity formation and the challenges science educators face in urban settings, while also developing frameworks for authentic inquiry that empower teachers as researchers. His recent work increasingly focuses on holistic approaches to education that integrate physical, emotional, and intellectual dimensions of learning. Analysis of his recent publications (2017-2022) reveals a clear trajectory toward integrating contemplative practices with science education. His scholarship demonstrates a consistent focus on teacher development through authentic inquiry, with increasing emphasis on wellness, mindfulness, and emotional dimensions of teaching and learning. The publications show a progression from theoretical frameworks to practical applications of heuristics and contemplative practices in educational settings. His collaborative work with Kenneth Tobin forms a substantial portion of his output, indicating a productive research partnership focused on transforming educational practices. The publications span multiple formats including books, book chapters, and journal articles, demonstrating versatility in scholarly communication. His scientific awards and recognitions include: Brooklyn College Student Technology Fee Award for "Science Lab Probes" ($12,000) PSC-CUNY Research Award (PSCREG-38-335) for "Self and Science Teacher Attrition" ($6,000; 2007-08) PSC-CUNY Research Award (PSCOOC-37-30) for "The Science Teacher, Subjective Constructs of Science Teaching, and the 'Organic Link'" ($5,990; 2006-07) Alexakos has been actively involved in mentoring students through various teaching practicums and research activities. His courses include Natural Science for Early Childhood & Childhood Education, General Science for Child & Elementary School, Physical Science for Childhood Teachers, and multiple student teaching practicum courses. He has developed the master of arts in teaching (MAT) in science education program at Brooklyn College that infuses research and practice in science teaching in urban settings. His grant activities include research projects on teacher attrition, the science teacher as the organic link, and wellness practices in educational contexts. He has also secured funding for technology implementation in science education through the Student Technology Fee Award. While not explicitly mentioned as leading a specific laboratory, Alexakos is deeply involved with the Urban Science Education Research Seminar at the CUNY Graduate Center, where he has presented and organized numerous sessions. He has collaborated extensively with colleagues including Kenneth Tobin, Maria Powietrzynska, and Leah Pride on research related to emotions, mindfulness, and wellness in educational settings. His work with the Association of Greek American Professional Women (AGAPW) on "Inspiring Women in Science, Technology, Engineering, and Mathematics (STEM)" demonstrates his commitment to supporting underrepresented groups in STEM fields.
