Latest Publications

25 Aug 2021 • Journal Article • IEEE Transactions on Education

FIRST High-School Students and FIRST Graduates: STEM Exposure and Career Choices

Shahaf Rocker Yoel , Yehudit Judy Dori

Abstract

Contributions: The study contributes to the social cognitive career theory (SCCT) by explaining high-school students' career choices and finding possible relations between self-efficacy, interpersonal skills, what inspires them to choose a career, and their actual choices. The practical contribution of this research lies in understanding the impact of the For Inspiration…show more Contributions: The study contributes to the social cognitive career theory (SCCT) by explaining high-school students' career choices and finding possible relations between self-efficacy, interpersonal skills, what inspires them to choose a career, and their actual choices. The practical contribution of this research lies in understanding the impact of the For Inspiration and Recognition of Science and Technology (FIRST) program on its participants and graduates. Background: The FIRST program incorporates project-based learning that fosters the design and production of innovative robotics by teams of students who compete annually. Research Questions: 1) Do the FIRST program activities increase STEM exposure and encourage STEM career choices, and if so, how? 2) What are the factors that affect these choices? Are there correlations between those factors? If so, what are they? 3) Is the effect of the FIRST program on FIRST high-school students' exposure and career choices different from that effect on FIRST graduates? If so, what are the differences and does gender play a role in these differences? Methodology: The research participants included 119 FIRST high-school students and 297 FIRST graduates. The research applied a convergent parallel mixed-methods approach, with data collected both qualitatively via interviews and quantitatively via questionnaires. Findings: Analysis of the data showed that the FIRST program increased participants' STEM exposure and career choice in STEM domains. A significant, positive, strong correlation was found between interpersonal skills, STEM exposure, career choice, family and school support, and external motivation.show less
25 Aug 2021 • Journal Article • The Journal of Mathematical Behavior

Standing on each other’s shoulders: A case of coalescence between geometric discourses in peer interaction

Naama Ben-Dor , Einat Heyd-Metzuyanim

Abstract

In this paper we draw on the commognitive theory to examine novice students’ transition from familiar mathematics meta-rules to less familiar ones during peer interaction. To pursue this goal, we focused on a relatively symmetric interaction between two middle-school students given a geometric task. During their dyadic problem-solving, the students transitioned from…show more In this paper we draw on the commognitive theory to examine novice students’ transition from familiar mathematics meta-rules to less familiar ones during peer interaction. To pursue this goal, we focused on a relatively symmetric interaction between two middle-school students given a geometric task. During their dyadic problem-solving, the students transitioned from configural procedures to deductive ones. We found that this transition included an interactive coalescence pattern in which one student “borrowed” her partner’s configural sub-procedures and built on them to develop a new deductive procedure. Furthermore, we found that during their peer interaction, the students oscillated between configural, coalesced and deductive procedures. Several patterns in the students’ interpretation of the task-situation contributed to these oscillations. We discuss the contribution of our findings to commognitive research, to geometry learning research and to peer learning research.show less
10 Aug 2021 • Book Chapter • Addressing Wicked Problems through Science Education

Who Benefits from the Natural Gas in Israel? Using a Public Debate to Teach All Components of Education for Sustainable Development

Hagit Shasha-Sharf , Tali Tal

Abstract

The natural gas export dilemma refers to the debate over preserving the Israeli natural gas for local use or exporting it to increase revenues. It can be framed as a sustainability dilemma between the long-term utilization of a nonrenewable energy resource (inter-generational question) and the current diverse economic interests (intra-generational question). A learning…show more The natural gas export dilemma refers to the debate over preserving the Israeli natural gas for local use or exporting it to increase revenues. It can be framed as a sustainability dilemma between the long-term utilization of a nonrenewable energy resource (inter-generational question) and the current diverse economic interests (intra-generational question). A learning unit was developed and taught to in-service teachers. We describe the context, the learning unit development, and the study that aimed at understanding the characteristics of decision-making and the learners’ arguments on the natural gas dilemma before and after its enactment. We found seven reasoning strategies: Unsolved Dilemma, Trade-off Compromise, Gainful Decision, Minimizing Losses or Risks, Justice and Ethics, Subject-Focused, and Action Plan. Additionally, we found changes in strategies used before and at the end of the learning unit. Altogether, five domains of arguments were identified: the environmnet, economics, energy, ethics and society, and foreign affairs (politics). The Participants who advocated “banning export” policy, based their reasons on environmnetal and energy security considerations; while the ones who advocated “export allowance” policy, based their reasons on economic and foreign affairs considerations. We suggest that both schools and informal science institutions are a sphere where future citizens can learn about such sustainability dilemmas and communicate socio-scientific issues that are relevant to citizens in a democratic society.show less
9 Aug 2021 • Journal Article • Chemistry Education Research and Practice

Preservice teachers' enactment of formative assessment using rubrics in the inquiry-based chemistry laboratory

Yoram Zemel , Gabriella Shwartz , Shirly Avargil

Abstract

In recent years teachers’ education programs encourage preservice teachers to practice a variety of assessment methods to prepare them to be highly qualified practitioners who are capable in enhancing students’ scientific understanding. Formative assessment (FA) – also known as assessment for learning – involves the process of seeking and interpreting evidence about…show more In recent years teachers’ education programs encourage preservice teachers to practice a variety of assessment methods to prepare them to be highly qualified practitioners who are capable in enhancing students’ scientific understanding. Formative assessment (FA) – also known as assessment for learning – involves the process of seeking and interpreting evidence about students’ ideas and actions to enhance and guide the learning process. An inquiry-based chemistry laboratory was chosen as the context of this research in which 13 preservice teachers studied the practice and application of FA. The preservice teachers evaluated students’ lab reports using two components of assessment – rubric-based scoring and providing students with feedback comments. Our goal was to understand whether guidance provided through the teacher education program affected preservice teachers’ FA enactment, which was reflected in their score variation and the quality of the written feedback comments provided to students. The study findings show that the total lab report score variation decreased in the 2nd assessment due to the explicit guidance. That is, the guidance provided the preservice teachers the opportunity to examine, discuss, and improve their own assessment knowledge and scoring process. However, the rubric dimensions that were perceived by preservice teachers as more open for discussion and interpretation – such as evidence-generating analysis and formulating conclusions – were challenging to assess and the explicit guidance created different thinking directions that led to increased variation scores. In these dimensions the guidance exposed the preservice teachers to the complexity of a rubric-based scoring in a FA manner. We recommend that the guidance preservice teachers receive regarding FA of inquiry-based lab reports, should include aspects of how to notice and interpret students’ ideas and only then respond with a formative feedback. The results of our study expand the theoretical knowledge regarding FA and have important implications for the preparation of future chemistry teachers and for the professional development of those already teaching chemistry in a classroom environment.show less
Aug 2021 • Edited Volume

Artificial Intelligence in Education: 22nd International Conference, AIED 2021, Utrecht, The Netherlands, June 14-18, 2021, Proceedings, Part I

Ido Roll , Danielle McNamara , Sergey Sosnovsky , Rose Luckin , Vania Dimitrova

Abstract

The 22nd International Conference on Artificial Intelligence in Education (AIED 2021), originally planned for Utrecht, the Netherlands, was held virtually during June 2021. AIED 2021 was the latest in a longstanding series of yearly international conferences for the presentation of high-quality research into ways to enhance student learning through applications of…show more The 22nd International Conference on Artificial Intelligence in Education (AIED 2021), originally planned for Utrecht, the Netherlands, was held virtually during June 2021. AIED 2021 was the latest in a longstanding series of yearly international conferences for the presentation of high-quality research into ways to enhance student learning through applications of artificial intelligence, human computer interaction, and the learning sciences. The theme for the AIED 2021 conference was “Mind the Gap: AIED for Equity and Inclusion.” Over the past decades, racial and other bias-driven inequities have persisted or increased, diversity remains low in many educational and vocational contexts, and educational gaps have widened. Despite efforts to address these issues, biases based on factors such as race and gender persist. These issues have come to the forefront with recent crises around the world. In this conference, we reflected on issues of equity, diversity, and inclusion in regards to the educational tools and algorithms that we build, how we assess the efficacy and impact of our applications, theoretical frameworks, and the AIED society. The use of intelligent educational applications has increased, particularly within the past few years. As a community, development and assessment practices mindful of potential (and likely) inequities are necessary. Likewise, planned diversity, equity, and inclusion practices are necessary within the AIED society and home institutions and companies.show less
26 Jul 2021 • Blog Post • Communications of The ACM

A journal for interdisciplinary data science education

Orit Hazzan , Koby Mike

Abstract

If your research is in data science and you wish to present your insights and research about the teaching of data science, you probably have no choice but to try submitting your manuscript to a journal that deals with a data science related topic and is dedicating a special issue to data science education, or to an educational conference on a topic related to data…show more If your research is in data science and you wish to present your insights and research about the teaching of data science, you probably have no choice but to try submitting your manuscript to a journal that deals with a data science related topic and is dedicating a special issue to data science education, or to an educational conference on a topic related to data science.show less

Open access
23 Jul 2021 • Conference Paper • Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education

Growth in geometric joint routines during middle-school peer interaction

Naama Ben-Dor , Einat Heyd-Metzuyanim

Abstract

In this paper, we draw on the commognitive framework to explore types of mathematical growth during middle-school geometry peer interaction. Comparing students’ routines when working apart with their joint routines when working together, we identified four types of mathematical growth. Three types were object-level growth: applicability, refinement, and flexibility. One…show more In this paper, we draw on the commognitive framework to explore types of mathematical growth during middle-school geometry peer interaction. Comparing students’ routines when working apart with their joint routines when working together, we identified four types of mathematical growth. Three types were object-level growth: applicability, refinement, and flexibility. One type was a meta-level growth consisting of a shift from a configural/visual procedure to a deductive one. Our study pinpoints the types of mathematical learning that can be achieved during peer interaction and shows the ways in which they can occur. Specifically, the study shows how different types of growth can be achieved by students building on their partner’s procedure in different ways.show less

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23 Jul 2021 • Conference Paper • Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education

Challenges for Publishing Research Results on Mathematics Professional Development

Paola Sztajn , Einat Heyd-Metzuyanim , Jill Adler , Peter Liljedahl , Ronnie Karsenty , Karin Brodie

Abstract

The overarching goal of this new Working Group is to explore the concern that there are existing results and insights from research on mathematics professional development (MPD) that are not being published in major journals in the field. The group will identify the nature of the problem, potential sources, and possible solutions.

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21 Jul 2021 • Journal Article • ACM Transactions on Interactive Intelligent Systems

Expressive Cognitive Architecture for a Curious Social Robot

Maor Rosenberg , Hae Won Park , Rinat B Rosenberg-Kima , Safinah Ali , Anastasia K Ostrowski , Cynthia Breazeal , Goren Gordon

Abstract

Artificial curiosity, based on developmental psychology concepts wherein an agent attempts to maximize its learning progress, has gained much attention in recent years. Similarly, social robots are slowly integrating into our daily lives, in schools, factories, and in our homes. In this contribution, we integrate recent advances in artificial curiosity and social robots…show more Artificial curiosity, based on developmental psychology concepts wherein an agent attempts to maximize its learning progress, has gained much attention in recent years. Similarly, social robots are slowly integrating into our daily lives, in schools, factories, and in our homes. In this contribution, we integrate recent advances in artificial curiosity and social robots into a single expressive cognitive architecture. It is composed of artificial curiosity and social expressivity modules and their unique link, i.e., the robot verbally and non-verbally communicates its internally estimated learning progress, or learnability, to its human companion. We implemented this architecture in an interaction where a fully autonomous robot took turns with a child trying to select and solve tangram puzzles on a tablet. During the curious robot’s turn, it selected its estimated most learnable tangram to play, communicated its selection to the child, and then attempted at solving it. We validated the implemented architecture and showed that the robot learned, estimated its learnability, and improved when its selection was based on its learnability estimation. Moreover, we ran a comparison study between curious and non-curious robots, and showed that the robot’s curiosity-based behavior influenced the child’s selections. Based on the artificial curiosity module of the robot, we have formulated an equation that estimates each child’s moment-by-moment curiosity based on their selections. This analysis revealed an overall significant decrease in estimated curiosity during the interaction. However, this drop in estimated curiosity was significantly larger with the non-curious robot, compared to the curious one. These results suggest that the new architecture is a promising new approach to integrate state-of-the-art curiosity-based algorithms to the growing field of social robots.show less
21 Jul 2021 • Journal Article • Chemistry Education Research and Practice

Assessing teachers’ knowledge: incorporating context-based learning in chemistry

Marina Tal , Orit Herscovitz , Yehudit Judy Dori

Abstract

Content knowledge (CK), pedagogical content knowledge (PCK) and, assessment knowledge (AK) are fundamental types of teachers’ knowledge. Second-career, pre-service chemistry teachers leave the industry and return to the Technion to study in the Views program to obtain a high school teaching certificate. Their background can potentially contribute to higher quality of…show more Content knowledge (CK), pedagogical content knowledge (PCK) and, assessment knowledge (AK) are fundamental types of teachers’ knowledge. Second-career, pre-service chemistry teachers leave the industry and return to the Technion to study in the Views program to obtain a high school teaching certificate. Their background can potentially contribute to higher quality of science teaching and learning in general and of chemistry teaching in particular. We investigated how pre-service chemistry teachers’ knowledge develops as they are exposed to chemistry context-based learning, and what differences are there between pre- and in-service teachers’ knowledge types and their self-efficacy. The participants were 25 second-career pre-service teachers and 29 in-service chemistry teachers who served as a comparison group. The teachers’ professional growth was examined by assessing their CK, PCK, AK, and self-efficacy by using three questionnaires that included adapted scientific articles on energy, acid-base, and oxidation-reduction in the context of sustainability. Five expert chemistry teachers validated the questionnaires. We found that all three knowledge types of the pre-service teachers improved during the course and they became more aware of sustainable chemistry issues than the in-service teachers. The study contributes to chemistry education by narrowing the gap that exists in the literature between chemistry teachers’ PCK and AK on the one hand and self-efficacy on the other hand. We offer an assessment tool for identifying and quantifying teachers’ knowledge. We offer recommendations for science educators about the needs, strengths, and weaknesses of pre- and in-service teachers related to teaching sustainable chemistry.show less

Open access
13 Jul 2021 • Journal Article • Journal of Chemical Education

Educational Escape Room: Break Dalton’s Code and Escape!

Shirly Avargil , Gabriella Shwartz , Yoram Zemel

Abstract

In the contemporary landscape of science education, teachers aspire to implement approaches that engage students with diverse teaching methods in diverse learning environments. By reviewing educational literature that deals with chemical escape rooms (ChEsRms), we can find several purposes they serve; however, only a few papers used ChEsRms for assessing student’s…show more In the contemporary landscape of science education, teachers aspire to implement approaches that engage students with diverse teaching methods in diverse learning environments. By reviewing educational literature that deals with chemical escape rooms (ChEsRms), we can find several purposes they serve; however, only a few papers used ChEsRms for assessing student’s knowledge and 21st century skills. The “Escape Room-based Educational Assessment” (EREA) has been built, at the Faculty of Education in our institution, to serve high-school chemistry teachers and their students as an alternative learning and assessment environment. A variety of puzzles are described in this activity paper. The escape room is equipped with cameras that record students’ work while solving the puzzles, and at the same time, they can be observed by their teachers from a control room. Teachers were asked to provide feedback on the activity and specify which puzzles required the implementation of significant chemical knowledge, high order thinking skills (analysis, synthesis, or evaluation), and thinking creatively, for their solution. Based on the teachers’ perception, the skills required while solving the puzzles were mapped. Teachers addressed a variety of aspects: (a) domain specific skills in chemistry such as the implementation and synthesis of chemical knowledge, (b) scientific practices such as question posing and problem solving, and (c) 21st century skills such as collaboration, taking initiative, and creativity.show less
11 Jul 2021 • Journal Article • Public Understanding of Science

Science, Maddá, and ‘Ilm: The language divide in scientific information available to Internet users:

Kawther Zoubi , Aviv J Sharon , Eyal Nitzany , Ayelet Baram-Tsabari

Abstract

The Internet has potential to alleviate inequality in general and specifically with respect to science literacy. Nevertheless, digital divides persist in online access and use, as well as in subsequent social outcomes. Among these, the “language divide” partly determines how successful users are in their Internet use depending on their proficiency in languages, and…show more The Internet has potential to alleviate inequality in general and specifically with respect to science literacy. Nevertheless, digital divides persist in online access and use, as well as in subsequent social outcomes. Among these, the “language divide” partly determines how successful users are in their Internet use depending on their proficiency in languages, and especially in English. To examine whether the quality of online scientific information varies between languages when conducting searches from the same country, we compared online search results regarding scientific terms in English, Hebrew, and Arabic. Findings indicate that searches in English yielded overall higher quality results, compared with Hebrew and Arabic, but mostly in pedagogical aspects, rather than scientific ones. Clustering the results by language yielded better separation than clustering by scientific field, pointing to a “language divide” in access to online science content. We argue that scientific communities and institutions should mitigate this language divide.show less

Open access
8 Jul 2021 • Journal Article • The Electronic Journal of e-Learning (EJEL)

Shaping Teachers' Perceptions of their role in the Digital age Through Participation in an Online PBL-based Course

Orit Avidov-Ungar , Dina Tsybulsky

Abstract

Our research traced significant learning experiences of teachers enrolled in a Master's degree program in teacher education, in an attempt to understand how participation in an online course that employs the project-based learning (PBL) approach influenced their perceptions of the teachers' role in the digital age. Data was collected from 2014 to 2016 using: (a) a…show more Our research traced significant learning experiences of teachers enrolled in a Master's degree program in teacher education, in an attempt to understand how participation in an online course that employs the project-based learning (PBL) approach influenced their perceptions of the teachers' role in the digital age. Data was collected from 2014 to 2016 using: (a) a questionnaire gathering learners' personal and demographic details (n = 55) and (b) reflective reports on the learners' learning experiences in the course (n = 105). Content analysis of the data revealed that participants considered personal, pedagogic, and social aspects important in terms of the learning experience and this also informed their role perception as teachers in the digital age. Similarly, exposure to the PBL approach via an online framework directly influenced participants' learning experiences and role perception. The findings indicate that teachers should be given access to a learning experience combining online learning and teaching practice to allow them to form their role perception as digital-age teachers. Practical implications of the research relate to teachers' socialization in the digital age.show less

Open access
Jul 2021 • Journal Article • Proceedings of the Singapore National Academy of Science

“We Know our Students”: Teacher Views of Inquiry-Based Learning Implementation in Light of Their Working Context

Shani Zur , Tali Tal

Abstract

Inquiry-based learning is a well-known strategy in STEM education. It aims to enhance conceptual learning, acquisition of scientific practices, and reflecting on the Nature of Science. However, evidence indicates that in practice, inquiry is often taught in a narrow, mainly experimental approach. This interpretive study analyzes teachers explicit and implicit views…show more Inquiry-based learning is a well-known strategy in STEM education. It aims to enhance conceptual learning, acquisition of scientific practices, and reflecting on the Nature of Science. However, evidence indicates that in practice, inquiry is often taught in a narrow, mainly experimental approach. This interpretive study analyzes teachers explicit and implicit views regarding implementing inquiry-based learning. The participants enrolled in three professional development programs. They were engaged in multiple genres of inquiry and were encouraged to design an inquiry activity. Data sources included observations, interviews, questionnaires, assignments, and reflections. Findings indicate that with regard to inquiry implementation, teachers were highly concerned about their students’ competency and their own’s working context. Teachers who discussed mostly challenges often designed a narrow-controlled inquiry, while teachers who reflected, negotiated, and challenged their initial views addressed more epistemic aspects of inquiry. Implications for supporting teachers’ development of a broader approach to inquiry learning are discussed.show less
28 Jun 2021 • Journal Article • International Journal of Technology and Design Education

Characteristics of student engagement in high-school robotics courses

Igor M Verner , Huberth Perez , Rea Lavi

Abstract

Student engagement has been described as active involvement in a learning activity that significantly affects learning achievement. This study investigated student engagement in robotics education, considering it as an instant emotional reaction on interaction with the teacher, the peers, and the robotic environment. The objective was to characterize engagement in high…show more Student engagement has been described as active involvement in a learning activity that significantly affects learning achievement. This study investigated student engagement in robotics education, considering it as an instant emotional reaction on interaction with the teacher, the peers, and the robotic environment. The objective was to characterize engagement in high school robotics courses through the lenses of preparation for academic and technical careers. Students who participated in this study (N = 41), all of whom were in the eleventh grade, belonged to either School A (n1 = 20) or School B (n2 = 21). School A students studied only one subject at an advanced level—mechatronics, while each student in School B studied engineering systems as well as one of the following three subjects at an advanced level: computer science, a natural science subject, or mathematics. Data were collected via structured classroom observations, interviews, and a questionnaire. From the analysis of the collected data, we identified 23 engagement structures in total, 12 of which were already known in the literature, and 11 of which were novel. The two groups of students shared nine known structures, and no novel structures. Unlike previous studies of engagement structures, this study was based on an entire year of observations. Additionally, it is one of the first studies of high school student engagement in robotics education. Our findings and conclusions contribute to understanding of student engagement in robotic education, allowing robotics teachers to tailor their instruction more effectively.show less
26 Jun 2021 • Journal Article • Mathematics

Flipped Classroom Among Minorities in the Context of Mathematics Learning: The Israeli Case

Halima Sharkia , Zehavit Kohen

Abstract

This study presents a designated flipped classroom (FC) mathematics environment that utilizes a unique online platform designed for Arab minority students in Israel. It investigates how studying in an FC affects conceptual understanding and motivation to study mathematics among Arab high school students. The study also explores the factors that contribute to effective…show more This study presents a designated flipped classroom (FC) mathematics environment that utilizes a unique online platform designed for Arab minority students in Israel. It investigates how studying in an FC affects conceptual understanding and motivation to study mathematics among Arab high school students. The study also explores the factors that contribute to effective learning in the FC environment. Participants were 75 Arab high school students in 10th and 11th grades who studied advanced mathematics. Each grade group was randomly divided into two subgroups: an FC group and a traditional classroom group (comparison group). Quantitative questionnaires given before and after the learning program served to measure students’ motivation and conceptual understanding of the derivative and integral topics. Additionally, a random sample of students who studied in the FC group and the teacher who taught all the groups were interviewed. The study describes the positive effect an FC environment has on students’ conceptual understanding, particularly for 11th graders. The participants mostly appreciated how the FC resulted in less lecturing in class. The study contributes to the literature about FC among minorities and contributes to national and international efforts being made to reduce the gap in mathematics achievements between minorities and other sectors.show less

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19 Jun 2021 • Journal Article • Educational Studies in Mathematics

Mathematical media literacy in the COVID-19 pandemic and its relation to school mathematics education

Einat Heyd-Metzuyanim , Aviv J Sharon , Ayelet Baram-Tsabari

רוב הישראלים לא הבינו היבטים כמותיים של סיקור הקורונה בחדשות, ופחד ממתמטיקה עשוי להיות אחד האחראים לכך

מאז התפתחותה של מגפת הקורונה לכדי למשבר עולמי מככבים במהדורות החדשות גרפים ונתונים כמותיים למכביר. כולנו שמענו בלי סוף על "מקדם R" ועל "צמיחה אקספוננציאלית" המתייחסים לקצב התפשטות המגפה. האם אנחנו מבינים את משמעותם של הנתונים האלה? על שאלה זו משיב מחקר חדש שנערך בטכניון והתפרסם ב- Educational Studies in Mathematics.
את המחקר, המנתח על סמך שאלונים את רמת האוריינות המתמטית-תקשורתית של קבוצות אוכלוסייה שונות בישראל, ערכו פרופ' עינת הד-מצוינים, ד"ר אביב שרון ופרופ' אילת ברעם-צברי מהפקולטה לחינוך למדע ומתמטיקה בטכניון. הנתונים נאספו במהלך הגל הראשון של מגפת הקורונה (מרץ-אפריל 2020) והממצאים הוסקו על סמך תשובותיהם של 439 משתתפים המהווים מדגם מייצג של הציבור הבוגר בישראל.
כשנשאלו על ידיעות חדשותיות המכילות מידע מתמטי, אפילו אנשים שלמדו מתמטיקה ברמת 5 יחידות לימוד בתיכון לא הצליחו להבין הכול; ב"מבחן ההבנה" שנערך להם הם קיבלו ציון ממוצע של 72. כלל הציבור מבין פחות: אנשים שהשלימו 3 יחידות לימוד במתמטיקה (כמחצית ממספר הזכאים לתעודת בגרות), למשל, קיבלו ציון ממוצע נמוך הרבה יותר - 54.
הממצאים מדאיגים אף יותר בהתייחס למשתתפי המחקר שלא השלימו תעודת בגרות. קבוצה זו, המהווה כ-45% מהשנתון של בני ובנות 17 במדינת ישראל בשנים האחרונות, הוציאה ציון ממוצע של 44, כלומר הבינה פחות ממחצית הפריטים שהופיעו בשאלון.
ממצאים אלו מעוררים דאגה לגבי הרלוונטיות של המתמטיקה הבית-ספרית לצרכים היום-יומיים של בוגרי מערכת החינוך. הם גם מדגישים את החשיבות של קידום האוריינות המתמטית בקרב כלל התלמידים.
החוקרים הופתעו לגלות גורם נוסף שהשפיע על הבנת הידע המתמטי של הנשאלים, מעבר למספר היחידות שלמדו בתיכון: תפיסתם העצמית כ"טובים במתמטיקה" או "גרועים במתמטיקה" והערכתם את המתמטיקה כמקצוע שימושי ומעניין. הממצא הזה מרמז שהפחד ממתמטיקה מונע מאנשים מלהעמיק בנתונים כמותיים כאשר הם נדרשים לכך, גם אם הם למדו את המיומנויות המתאימות לכך בבית הספר.
לדברי החוקרת הראשית במחקר, פרופ' עינת הד-מצוינים מהפקולטה לחינוך למדע ומתמטיקה בטכניון, "הממצאים מצביעים על כך שהמתמטיקה הבית-ספרית, ובמיוחד זו שנלמדת בהקבצות הגבוהות, אומנם עשויה לסייע לאדם הבוגר להבין מידע קריטי החשוב לבריאותו; עם זאת, כעת אנחנו מבינים כמה חזקה ההשפעה של רתיעה ממתמטיקה על יישומו של הידע האמור. מאחר שלימודי המתמטיקה נועדו לסייע לנו להתמודד עם מידע מתמטי בחיי היום-יום, חשוב שבוגרי מערכת החינוך ייצאו ממנה לא רק עם הכלים החיוניים אלא גם עם אהבה למתמטיקה, או לכל הפחות ללא רתיעה ממנה."

Abstract

In the first months of 2020, as the COVID-19 pandemic became a top concern worldwide, media coverage became full of information that demands mathematical literacy, or numeracy, to interpret. In this study, we examine the public’s understanding of mathematical notions that are required for understanding the pandemic and predicting its spread. We also explore its correlations…show more In the first months of 2020, as the COVID-19 pandemic became a top concern worldwide, media coverage became full of information that demands mathematical literacy, or numeracy, to interpret. In this study, we examine the public’s understanding of mathematical notions that are required for understanding the pandemic and predicting its spread. We also explore its correlations with several variables: age group and gender, educational attainment in mathematics, and mathematics identity. To do so, we conducted a cross-sectional survey focusing on mathematical knowledge relevant to the pandemic. The survey was distributed to a representative sample of the Jewish Israeli population (n = 439). Findings showed that participants’ educational attainment in mathematics was positively correlated with their success in the mathematical media literacy tasks. However, even those with high attainment levels did not always perform well. Moreover, the explanatory variable with the strongest relationship to mathematical media literacy was found to be participants’ mathematical identity. These results suggest that school mathematics, especially in its high levels, may prepare adults to understand critical information important for their well-being, such as at a time of global pandemic. However, they also demonstrate that a weak mathematical identity may significantly hinder adults’ engagement with such information.show less

Open access
18 Jun 2021 • Conference Paper • AIED: International Conference on Artificial Intelligence in Education

Artificial Intelligence in Education

Ido Roll , Danielle McNamara , Sergey Sosnovsky , Rose Luckin , Vania Dimitrova

Abstract

This two-volume set LNAI 12748 and 12749 constitutes the refereed proceedings of the 22nd International Conference on Artificial Intelligence in Education, AIED 2021, held in Utrecht, The Netherlands, in June 2021. The 40 full papers presented together with 76 short papers, 2 panels papers, 4 industry papers, 4 doctoral consortium, and 6 workshop papers were carefully…show more This two-volume set LNAI 12748 and 12749 constitutes the refereed proceedings of the 22nd International Conference on Artificial Intelligence in Education, AIED 2021, held in Utrecht, The Netherlands, in June 2021. The 40 full papers presented together with 76 short papers, 2 panels papers, 4 industry papers, 4 doctoral consortium, and 6 workshop papers were carefully reviewed and selected from 209 submissions. The conference provides opportunities for the cross-fertilization of approaches, techniques and ideas from the many fields that comprise AIED, including computer science, cognitive and learning sciences, education, game design, psychology, sociology, linguistics as well as many domain-specific areas.show less
11 Jun 2021 • Conference Paper • International Society of the Learning Sciences (ISLS’21).

Towards Asynchronous Data Science Invention Activities at Scale

Rafael Shalala , Ofra Amir , Ido Roll

Abstract

Invention activities are carefully designed problem-solving tasks in which learners are asked to invent solutions to unfamiliar problems prior to being taught the canonical solutions. Invention activities are typically used in the classroom setting. As online education becomes increasingly common, there is a need to adapt Invention activities to the asynchronous nature…show more Invention activities are carefully designed problem-solving tasks in which learners are asked to invent solutions to unfamiliar problems prior to being taught the canonical solutions. Invention activities are typically used in the classroom setting. As online education becomes increasingly common, there is a need to adapt Invention activities to the asynchronous nature of many courses. We do so in the context of an introductory undergraduate data science course. Using an online programming environment, students work on the tasks in pairs, without instructor support. We analyze the invention process and outcomes from two Invention activities on the challenging topics of classification and clustering. Detailed analysis of recordings of six student pairs shows how activity design supports insights at three levels: nature of models (e.g., the need to normalize); domain concepts (e.g., types of errors), and procedural solutions (e.g., weighting errors). We describe the activities, their design, and their outcomes.show less

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11 Jun 2021 • Conference Paper • International Society of the Learning Sciences (ISLS’21)

Effective Middle-School Collaborative Geometry Learning: A Dialogic Discursive Lens

Naama Ben-Dor , Einat Heyd-Metzuyanim

Abstract

To understand how students' dialogic engagement contributes to their process of mathematics learning during collaborative work, we explored the learning process of two 9th grade students transitioning to the deductive discourse while solving a geometric task. Drawing on commognition, we found that dialogic engagement contributed to students’ learning in two ways. First…show more To understand how students' dialogic engagement contributes to their process of mathematics learning during collaborative work, we explored the learning process of two 9th grade students transitioning to the deductive discourse while solving a geometric task. Drawing on commognition, we found that dialogic engagement contributed to students’ learning in two ways. First, the students were able to correct their initial procedures; second, they were using their partner’s initial procedure as a stepping-stone to the deductive discourse. Our findings suggest that growth in mathematical discourses in collaborative learning may necessitate a specific kind of dialogic engagement that requires students to be able to question the meta-rules at the basis of discourses, to be selective in the steps they adopt and to actively make necessary adaptations. This kind of dialogic engagement may enable students to make critical transitions bolstered with a sense of ownership and agency.show less

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10 Jun 2021 • Journal Article • Acta Paediatrica

High screen use by children aged 12-36 months during the first COVID-19 lockdown was associated with parental stress and screen use

Rola Farah , Michal Zivan , Lior Niv , Naomi Havron , John S Hutton , Tzipi Horowitz-Kraus

Abstract

The American Academy of Pediatrics had previously recommended limiting screen exposure in young children, citing development risks (1). The COVID‐19 pandemic, which caused high, unrelenting levels of stress, anxiety and depression, might have increased these risks, as socially isolated children are more vulnerable to negative parental emotions and unhealthy behaviour…show more The American Academy of Pediatrics had previously recommended limiting screen exposure in young children, citing development risks (1). The COVID‐19 pandemic, which caused high, unrelenting levels of stress, anxiety and depression, might have increased these risks, as socially isolated children are more vulnerable to negative parental emotions and unhealthy behaviour at home, such as excessive or inappropriate screen time (2). We explored two hypotheses. First, the emotional states of children aged 12–36 months would be associated with their parents’ employment status, and these factors would, in turn, be associated with parental screen use and with child screen use, and child stress. Second, parental screen use would mediate the relationship between parental working status and the child's screen exposure. The study was based on online parental questionnaires that were advertised using social media from March to April 2020. The parents were offered book vouchers and the chance to win 50 children's books if they took part. The study was approved by the Institutional Ethics Committee at Technion, and written, informed parental consent was obtained.show less

Open access
8 Jun 2021 • Conference Paper • L@S '21: Proceedings of the Eighth ACM Conference on Learning @ Scale

Personalization at Scale: Making Learning Personally Relevant in a Climate Science MOOC

Ido Roll , Ilana Ram , Sara Harris

Abstract

Personalization and choice in learning activities can increase student engagement, satisfaction, and learning gains. But does this effect hold when implemented at scale? The current work explores the effects of personalization and learner's choice in a Climate Science MOOC. We manipulated these by creating two versions of course assignments. Learners who completed the…show more Personalization and choice in learning activities can increase student engagement, satisfaction, and learning gains. But does this effect hold when implemented at scale? The current work explores the effects of personalization and learner's choice in a Climate Science MOOC. We manipulated these by creating two versions of course assignments. Learners who completed the assignments (N=219) received either Generic assignments focusing on global climate issues or Personalized assignments in which learners explored their own regions. Following the manipulation, learners in the Personalization group reported equal understanding of both Global and Local climate issues while learners in the Generic group reported better understanding of global issues and reduced understanding of local issues. Further, personalization did not affect interest or assignment length. We describe opportunities for personalization at scale and discuss their outcomes.show less
28 May 2021 • Conference Paper • International Conference on Software Engineering Education and Training (ICSE-SEET)

Exponential Competence of Computer Science and Software Engineering Undergraduate Students

Orit Hazzan

Abstract

We live in exceptional times in which the entire world is witnessing the exponential spread of a pandemic, which requires to adopt new habits of mind and behaviors. In this paper, I introduce the term exponential competence, which encompasses these cognitive and social skills, and describe a course for computer science and software engineering students in which emphasis…show more We live in exceptional times in which the entire world is witnessing the exponential spread of a pandemic, which requires to adopt new habits of mind and behaviors. In this paper, I introduce the term exponential competence, which encompasses these cognitive and social skills, and describe a course for computer science and software engineering students in which emphasis is placed on exponential competence. I argue that exponential competence is especially important for computer science and software engineering students, since many of them will, most likely, be required to deal with exponential phenomena in their future professional development.show less

Preprint
27 May 2021 • Preprint • medRxiv

Vaccine-Hesitant Parents’ Considerations Regarding Covid-19 Vaccination of Adolescents

Erga Atad , Itamar Netzer , Orr Peleg , Keren Landsman , Keren Dalyot , Shanny Edan-Reuven , Ayelet Baram-Tsabari

רוב ההורים לילדים בני 12-15 מעוניינים לחסן נגד קורונה

במחקר שהקיף למעלה מאלף הורים 57.6% הצהירו ש"בהחלט" או "כנראה" יחסנו את ילדיהם נגד קורונה כשהחיסון יהיה זמין.

במחקר שנערך בתחילת חודש מאי ע"י קבוצת תקשורת המדע מהפקולטה לחינוך למדע וטכנולוגיה בטכניון, עמותת מדעת, וד"ר ערגה אטד מהמרכז הבינתחומי בהרצליה, נשאלו 1118 הורים דוברי עברית לילדים בגילאי 12-15, האם בכוונתם לחסן את ילדיהם נגד קורונה כשהחיסון יאושר ויהיה זמין להם. מרבית ההורים ציינו שברצונם לחסן את ילדיהם (57.6% מההורים), ורק 6.3% החליטו מראש שלא לחסן.
כ - 450 הורים נשאלו על השיקולים המעודדים אותם לחסן. השיקולים העיקריים שציינו היו (בסדר יורד) יעילות החיסון, חשש שילדיהם יחלו בקורונה, רצון לקבל תו ירוק, ואחריות חברתית. יש לציין שבעוד שהורים רבים רוצים תו ירוק עבור ילדיהם, רוב גדול (95%) הביע התנגדות לרעיון של הדבקה מכוונת כדי להשיג מטרה זו.
המחקר יימשך במהלך מבצע החיסונים לילדים.

Abstract

Introduction: Israel led a rapid vaccine rollout against COVID-19, leading to a local remission of the epidemic and rolling back of most public health measures. Further vaccination of 12-15-year-olds may be hindered by public perceptions of the necessity and safety of vaccination. Methods: we examined the considerations of vaccine hesitant parents (VHPs) regarding…show more Introduction: Israel led a rapid vaccine rollout against COVID-19, leading to a local remission of the epidemic and rolling back of most public health measures. Further vaccination of 12-15-year-olds may be hindered by public perceptions of the necessity and safety of vaccination. Methods: we examined the considerations of vaccine hesitant parents (VHPs) regarding vaccination of children against COVID-19. The responses of 456 parents were surveyed and analyzed before FDA authorization of vaccination of children. Results: parents who were vaccinated against COVID-19 were more likely to intend to vaccinate their children (r=-0.466, p<0.01). Low accessibility of vaccination may be a dissuading factor for VHPs more inclined to vaccinate. Vaccine efficacy and gaining a "Green Pass" were positively associated with an intention to vaccinate and statistically significant. VHPs inclined not to vaccinate indicated short development time and possible long term effects as dissuading factors. Discussion: vaccine promotion should be tailored for VHPs' positive and negative considerations for higher uptake.show less

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24 May 2021 • Journal Article • Brain Research

Higher maternal education is related to negative functional connectivity between attention system networks and reading-related regions in children with reading difficulties compared to typical readers

Paige Greenwood , Jonathan Dudley , John S Hutton , DiFrancesco Mark , Rola Farah , Tzipi Horowitz-Kraus

Abstract

Ten to 15% of school-age children have reading difficulties (RD, or dyslexia), defined by deficits in phonological processing, fluency, and executive functions (EFs). Although RD is referred to as a genetic disorder, reading ability may also be affected by environmental factors such as inadequate exposure to literacy and a lack of parental involvement. These environmental…show more Ten to 15% of school-age children have reading difficulties (RD, or dyslexia), defined by deficits in phonological processing, fluency, and executive functions (EFs). Although RD is referred to as a genetic disorder, reading ability may also be affected by environmental factors such as inadequate exposure to literacy and a lack of parental involvement. These environmental components are a part of the socioeconomic status (SES) measure, which is defined by parental occupation, educational attainment, and household income and are positively correlated to reading ability. The goal of the current study was to relate maternal education, a construct of SES to executive functions (EFs) that relate to reading in children with RD compared to typical readers (TRs) using behavioral and neurobiological resting-state fMRI data. The results show that higher maternal education is negatively correlated to inhibitory control for TRs and not for children with RD. Higher maternal education was also associated with negative functional connectivity of the frontal-parietal network to the left central opercular cortex and left occipital gyrus for children with RD compared to TRs. These results suggest that higher maternal education has contrasting roles on the behavioral and neurobiological correlates of EFs for children with RD compared to TRs. We conclude that higher education levels for mothers may provide their children with a structured environment and educational resources that may assist their children with RD and TRs with cognitive development based on their reading profile.show less

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20 May 2021 • Journal Article • International Journal of Engineering Pedagogy (iJEP)

Student Practice In 3D Design and Printing for Promoting Analytical and Applied Mathematical Thinking Skills

Laura Levin , Igor M Verner

Abstract

The educational literature emphasises the key role of analytical thinking (AT) and applied mathematical skills (AMS) in solving engineering problems and calls to nurture these skills in school STEM education. This study proposes and explores a strategy for fostering AT and AMS among middle school students and prospective teachers through practice in digital design and…show more The educational literature emphasises the key role of analytical thinking (AT) and applied mathematical skills (AMS) in solving engineering problems and calls to nurture these skills in school STEM education. This study proposes and explores a strategy for fostering AT and AMS among middle school students and prospective teachers through practice in digital design and 3D printing. The study involved 32 seventh grade students and five prospective teachers of technology. Both groups learned a 10-hour workshop, "Make a spinning-top." The participants designed spinning-tops that can fit into a Kinder Surprise egg and analysed their geometric and mechanical properties. We collected data from students' worksheets, their designed artefacts, and in-class discussions. The results indicated that the assignment prompted the participants to apply AT and AMS. School students designed complex models, inquired into their geometry, and verified their designs through 3D printing. The worksheets were found to be a useful tool to frame and guide students' thinking in the design tasks and the creation and testing of mathematical models. For the prospective teachers, the workshop, accompanied by lectures on the methodology of experiential learning, enabled them to implement mathematical solutions in designs and develop instructional units on the subject.show less

Open access
19 May 2021 • Journal Article • Depression and Anxiety

Maternal depression is associated with decreased functional connectivity within semantics and phonology networks in preschool children

Rola Farah , Jonathan Dudley , John S Hutton , Paige Greenwood , Scott K Holland , Tzipi Horowitz-Kraus

Abstract

Introduction Maternal depression is characterized by a lack of emotional responsiveness and engagement with their child, which may lead to the child's decreased cognitive, and language outcomes all related to the child's future reading outcomes. The relations between maternal depression and functional connectivity in neural circuits supporting language in the child was…show more Introduction Maternal depression is characterized by a lack of emotional responsiveness and engagement with their child, which may lead to the child's decreased cognitive, and language outcomes all related to the child's future reading outcomes. The relations between maternal depression and functional connectivity in neural circuits supporting language in the child was explored. Methods Eleven 4-year-old girls completed language abilities assessment and resting-state functional magnetic resonance imaging scan. Their mothers completed the Beck's Depression Inventory (BDI) to examine maternal depression when the child was 12 months old and at the age of 4. Functional connections within the child's resting-state phonology, semantics, language networks were correlated with maternal BDI scores at the age of 4 years. Results Higher maternal depression was associated with the child's decreased within the semantic and phonological networks connectivity during rest. Higher maternal depression at 4 years moderated the relationship between early depression scores and functional connectivity within the phonological network. Conclusions Maternal depression in the first year of life is related to functional connections of phonological processing and enhanced by current maternal depression levels. We conclude that after a mother gives birth, resources should be provided to minimize depressive symptoms and interventions should be applied to support their child's language development for future reading acquisition.show less
7 May 2021 • Journal Article • Eurasia Journal of mathematics, Science and Technology Education

Teaching and Assessment Methods: STEM Teachers’ Perceptions and Implementation

Effrat Akiri , Hrisilda Matathia Tor , Yehudit Judy Dori

Abstract

This study explores Science, Technology, Engineering and Mathematics (STEM) teachers’ perceptions of teaching and assessment methods. We investigated 125 STEM subject coordinators and teachers using interviews and questionnaires. We examined the most commonly implemented teaching and assessment methods, and the reasons teachers chose them. Then, we compared teachers…show more This study explores Science, Technology, Engineering and Mathematics (STEM) teachers’ perceptions of teaching and assessment methods. We investigated 125 STEM subject coordinators and teachers using interviews and questionnaires. We examined the most commonly implemented teaching and assessment methods, and the reasons teachers chose them. Then, we compared teachers from different school levels, subjects, teaching experience and cultural backgrounds. The teaching methods implemented the most were lectures and presentations, followed by class discussions and collaborative classwork. The most implemented assessment method was tests with open- and closed-ended questions, followed by project portfolios and experiment reports. Subject coordinators preferred methods that integrate formative assessment more than teachers. The study contributes to a better understanding of the teaching and assessment methods implemented in schools and the gap between recommendations and actual implementation. Conducted prior to the COVID-19 pandemic, this research sets a baseline for similar future post-COVID research.show less

Open access
3 May 2021 • Journal Article • European Journal of Engineering Education

The innovation level of engineering students’ team projects in hybrid and MOOC environments

Miri Barak , Maya Usher

Abstract

The study goal was to assess the innovation level of engineering students’ team projects and to examine the relationships between project innovation and team heterogeneity in two online environments. Applying a two-stage mixed methods research design, the qualitative and quantitative data were obtained by interviews with experts in engineering education followed by a…show more The study goal was to assess the innovation level of engineering students’ team projects and to examine the relationships between project innovation and team heterogeneity in two online environments. Applying a two-stage mixed methods research design, the qualitative and quantitative data were obtained by interviews with experts in engineering education followed by a multilayered analysis of students’ projects. The study included 190 engineering students who studied the same course, half via a hybrid approach and half via a massive open online course (MOOC). Findings identified innovation type, product necessity, STEM interdisciplinary, and market readiness, as central constructs for assessing the innovation level of students’ projects. The Hybrid group received higher scores for innovation type, as they created projects with a potential for radical innovation. Project innovation was positively correlated with team heterogeneity in academic discipline and academic level; heterogeneity in native language was identified as a hindering factor.show less

Open access
21 Apr 2021 • Conference Paper • Global Engineering Education Conference

Widening the Shrinking Pipeline: The Case of Data Science

Koby Mike , Gilly Hartal , Orit Hazzan

Abstract

Gender imbalance in STEM (Science, Technology, Engineering and Mathematics) studies and occupations is a well-known phenomenon with a large body of research that tries to explain it and offer remedial interventions. Data science is a new and interdisciplinary STEM-oriented domain, integrating knowledge and skills from computer science, mathematics, and statistics with…show more Gender imbalance in STEM (Science, Technology, Engineering and Mathematics) studies and occupations is a well-known phenomenon with a large body of research that tries to explain it and offer remedial interventions. Data science is a new and interdisciplinary STEM-oriented domain, integrating knowledge and skills from computer science, mathematics, and statistics with an application domain, from which the data draw their context and meaning. Data science applications are relevant for various domains, and therefore, a variety of populations are increasingly attracted to learning it. Addressing the theme of the conference, i.e., “Women in Engineering”, in this paper we describe a data science workshop for social sciences and digital humanities researchers. A significant majority (83%) of the participants of this workshop self-identified as women. This gender proportion, the opposite of that prevailing in STEM studies, led us to examine the workshop from a gender perspective. Our results indicate that the women participating in the data science workshop perceived it as an opportunity to acquire research tools rather than programming tools. We suggest that framing the workshop as a research tool workshop and not as a programming workshop reduced prevalent gender barriers in STEM, encouraging a majority of women researchers to participate. In this paper, we elaborate on the participants’ perceptions about data science and programming and analyze them based on three theoretical perspectives: expectancy value theory, the interdisciplinary perspective, and the epistemological perspective. Keywords–data science, data science education, gender balance, interdisciplinary of data science.show less

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21 Apr 2021 • Journal Article • Journal of Mathematics Teacher Education

Commognitive conflicts as a learning mechanism towards explorative pedagogical discourse

Talli Nachlieli , Einat Heyd-Metzuyanim

Abstract

This paper focuses on the discourse of teachers and instructors in a TEAMS (Teaching Exploratively for All Mathematics Students) professional development (PD) setting and on the discursive mechanisms that afford such learning. We conceptualize learning in this PD as a change in a teacher's pedagogical discourse—from alignment with Delivery Pedagogical Discourse (DPD)…show more This paper focuses on the discourse of teachers and instructors in a TEAMS (Teaching Exploratively for All Mathematics Students) professional development (PD) setting and on the discursive mechanisms that afford such learning. We conceptualize learning in this PD as a change in a teacher's pedagogical discourse—from alignment with Delivery Pedagogical Discourse (DPD) to alignment with Explorative Pedagogical Discourse (EPD). This change in pedagogical discourse involves commognitive conflicts between the DPD and EPD. Data for the study include 8 videotaped sessions from a 2-year TEAMS PD for middle school mathematics teachers. Results show that conflict revolved around four themes. The most common was about students' abilities and its relation to instruction. The others were: Who is responsible for constructing mathematics knowledge in class? Limited view of the EPD, and what is considered ordinary instruction? We also identified four levels of conflict, ranging from commognitive conflict that is implicit to the participants, to conflict that is made explicit and reflected upon. Finally, results show movement from implicit conflict towards explication of conflict during the two years of the PD.show less

Open access
14 Apr 2021 • Journal Article • Interactive Learning Environments

Interface and interaction design for an online, asynchronous peer instruction tool

Letitia Englund , Firas Moosvi , Ido Roll

Abstract

This article describes the design and evaluation of an online, asynchronous tool that mirrors the beneficial peer instruction process currently conducted in face-to-face classrooms. In the online Peer Instruction tool, students respond to a multiple-choice question with an answer and explanation. They are then exposed to peer responses to the same question. Finally…show more This article describes the design and evaluation of an online, asynchronous tool that mirrors the beneficial peer instruction process currently conducted in face-to-face classrooms. In the online Peer Instruction tool, students respond to a multiple-choice question with an answer and explanation. They are then exposed to peer responses to the same question. Finally, they may optionally submit a revised response, formed after exposure to these peer responses. Results from an experiment in three large-scale courses highlighted the perceived benefits for students who chose to engage meaningfully with the tool and showed opportunities for improving the user experience to increase engagement. After redesigning the interface and interaction, the original and revised versions of the tool were assessed in usability testing with students. The findings suggested the redesign is an improvement, reveal potential reasons the original design may have failed to engage more students, and reinforce the importance of understanding the multiple layers of the student experience when designing any educational technology.show less
2 Apr 2021 • Journal Article • International Journal of Science Education

Motivation to teach a non-mandatory learning-unit on energy efficiency and renewable energy

Keren Mintz , Tali Tal , Ofira Ayalon

Abstract

In this research, we investigate the implementation of a non-mandatory learning-unit on renewable energy in elementary schools in Israel. The research focuses on the effect of teachers’ attitudes toward energy conservation and the efficient use of energy, as well as on the effects of contextual factors on teaching the programme. Mixed methods were used for data collection…show more In this research, we investigate the implementation of a non-mandatory learning-unit on renewable energy in elementary schools in Israel. The research focuses on the effect of teachers’ attitudes toward energy conservation and the efficient use of energy, as well as on the effects of contextual factors on teaching the programme. Mixed methods were used for data collection and analysis. Questionnaires were responded to by 77 teachers, and 13 teachers were interviewed. Attitudes regarding energy consumption are positively associated with teaching the programme, whereas teacher-perceived overload is negatively associated with it. Time devoted to teaching the programme in class was limited due to both the non-mandatory status of the curriculum and to accountability stressors. The findings suggest that while teachers’ attitudes to the environment have some influence on their decision to teach the programme, most of their decisions are related to contextual factors such as work overload, and lack of training, and support. Education plays a significant role in general, as well as regarding energy conservation and renewable energy. The research findings suggest that developing teaching materials is not a sufficient condition for motivating teachers to use them, and that considering contextual factors is essential for a successful implementation.show less
2 Apr 2021 • Journal Article • Thinking Skills and Creativity

An integrative conceptual model of innovation and innovative thinking based on a synthesis of a literature review

Sigal Morad , Noa Ragonis , Miri Barak

Abstract

Innovation is an engine of growth and an important 21st-century competency. The cognitive process that leads to innovation is conceptualized as innovative thinking. The literature presents many non-unified definitions of innovation, and several definitions of innovative thinking, most of which are very general and are grounded in specific disciplines. Addressing this…show more Innovation is an engine of growth and an important 21st-century competency. The cognitive process that leads to innovation is conceptualized as innovative thinking. The literature presents many non-unified definitions of innovation, and several definitions of innovative thinking, most of which are very general and are grounded in specific disciplines. Addressing this theoretical gap, the goal of this study was to define a comprehensive conceptual model of innovation and innovative thinking, particularly in relation to educational perspectives, through analysis and synthesis of a sample of 100 definitions of innovation from various disciplines. The synthesis yielded a conceptual model consisting of five cognitive competencies: define a need/problem, generate new/changed ideas, develop an outcome in accordance with new/changed ideas, implement a new/improved outcome, and adopt a new/improved outcome with added value. This integrative conceptual model of both innovation and innovative thinking can serve as a framework for developing an innovation competence to be implemented among learners of all ages.show less

Open access
Apr 2021 • Journal Article • International Journal of Engineering Education

Summative Assessment Based on Two-Tier Multiple-Choice Questions: Item Discrimination and Engineering Students' and Teachers' Attitudes

Aharon Gero , Yinnon Stav

Abstract

Summative assessment is carried out at the end of the teaching process, and should be objective, reliable and valid. The standard multiple-choice test is a common summative assessment tool in engineering education. However, one of the main arguments against this test is that it examines only lower-order thinking skills. A possible solution is the use of two-tier…show more Summative assessment is carried out at the end of the teaching process, and should be objective, reliable and valid. The standard multiple-choice test is a common summative assessment tool in engineering education. However, one of the main arguments against this test is that it examines only lower-order thinking skills. A possible solution is the use of two-tier multiple-choice questions. The research described in the paper characterized summative assessment, based on two-tier multiple-choice questions, in a course on electric circuits. The study compared the discrimination level of two-tier multiple-choice questions to that of their one-tier counterparts, and explored students' and teachers' attitudes toward incorporating the former into the final examination. The study, which used quantitative and qualitative instruments, involved 575 sophomore electrical engineering students at the Technion-Israel Institute of Technology. The findings indicate that the discrimination level of two-tier multiple-choice questions is significantly higher than that of their one-tier counterparts. Both students and faculty believe that two-tier multiple-choice questions can examine higher-order thinking skills and that their discrimination level should be higher than that of one-tier questions. They further agree that two-tier multiple-choice questions are not applicable to every subject.show less

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30 Mar 2021 • Journal Article • Studies in Educational Evaluation

Perceptions of STEM alumni and students on developing 21st century skills through methods of teaching and learning

Rea Lavi , Marina Tal , Yehudit Judy Dori

Abstract

21st century skills are essential for career readiness. We investigated the development of students’ 21st century skills at a science, technology, engineering, and mathematics (STEM) research university: Technion – Israel Institute of Technology. We designed a self-reporting questionnaire covering 14 skills and deployed it to approximately 1500 students and alumni…show more 21st century skills are essential for career readiness. We investigated the development of students’ 21st century skills at a science, technology, engineering, and mathematics (STEM) research university: Technion – Israel Institute of Technology. We designed a self-reporting questionnaire covering 14 skills and deployed it to approximately 1500 students and alumni. Respondents were asked to rate each skill based on the degree to which it was developed during their studies. Domain-general skills scored higher than STEM-specific skills or soft (interpersonal) skills, whereas STEM-specific skills scored higher than soft skills. Content analysis revealed nine methods of teaching and learning through which skills developed. The four active methods had a small effect on domain-general skills, while the five passive methods had a medium-to-large effect on these skills. Active methods had a medium-size effect on both STEM-specific and soft skills, whereas passive methods had no effect on either group. Our contribution lies in identifying and matching methods to skills.show less
25 Mar 2021 • Journal Article • Journal of Science Education and Technology

Choosing Chemistry at Different Education and Career Stages: Chemists, Chemical Engineers, and Teachers

Gabriella Shwartz , Or Shav-Artza , Yehudit Judy Dori

Abstract

In response to the realization that qualified applicants’ choice of a career in chemistry is declining, we investigated the factors involved in chemistry and chemical education career choice. Building on the social cognitive theory (SCT) and the social cognitive career theory (SCCT), this research examines the personal, environmental, and behavioral factors influencing…show more In response to the realization that qualified applicants’ choice of a career in chemistry is declining, we investigated the factors involved in chemistry and chemical education career choice. Building on the social cognitive theory (SCT) and the social cognitive career theory (SCCT), this research examines the personal, environmental, and behavioral factors influencing the chemistry-related profession choice of 55 chemists, 18 chemical engineers, and 72 chemistry teachers. Research participants also suggest ways to encourage students to major in chemistry during high school and pursue a chemistry-related career. Results showed that high school serves as a significant turning point of future career choices. Self-efficacy in the task-oriented and chemistry learning aspects are the driving forces of choosing a chemistry career. We also shed light on the importance of enhancing students’ choice in chemistry-related career via quality educational programs. The study contribution lies in examining all three aspects of career choice in the SCCT. We have applied this framework specifically in chemistry, but the identified factors can be applied to other STEM domains. Practically, we provide recommendations for different stakeholders on how to overcome the shortage of skilled chemistry professionals.show less
15 Mar 2021 • Journal Article • JAMA Pediatrics

Development of an Eco-Biodevelopmental Model of Emergent Literacy Before Kindergarten: A Review

John S Hutton , Thomas G Dewitt , Lauren Hoffman , Tzipi Horowitz-Kraus , Perri Klass

Abstract

Importance Literacy has been described as an important social determinant of health. Its components emerge in infancy and are dependent on genetic, medical, and environmental factors. The American Academy of Pediatrics advocates a substantial role for pediatricians in literacy promotion, developmental surveillance, and school readiness to promote cognitive, relational…show more Importance Literacy has been described as an important social determinant of health. Its components emerge in infancy and are dependent on genetic, medical, and environmental factors. The American Academy of Pediatrics advocates a substantial role for pediatricians in literacy promotion, developmental surveillance, and school readiness to promote cognitive, relational, and brain development. Many children, especially those from minority and underserved households, enter kindergarten unprepared to learn to read and subsequently have difficulty in school. Observations Emergent literacy is a developmental process beginning in infancy. Component skills are supported by brain regions that must be adequately stimulated and integrated to form a functional reading network. Trajectories are associated with genetic, medical, and environmental factors, notably the home literacy environment, which is defined as resources, motivation, and stimulation that encourage the literacy development process. Eco-biodevelopmental models are advocated by the American Academy of Pediatrics, and these models offer insights into the neurobiological processes associated with environmental factors and the ways in which these processes may be addressed to improve outcomes. Emergent literacy is well suited for such a model, particularly because the mechanisms underlying component skills are elucidated. In addition to cognitive-behavioral benefits, the association of home literacy environment with the developing brain before kindergarten has recently been described via neuroimaging. Rather than a passive approach, which may subject the child to stress and engender negative attitudes, early literacy screening and interventions that are administered by pediatric practitioners can help identify potential reading difficulties, address risk factors during a period when neural plasticity is high, and improve outcomes. Conclusions and Relevance Neuroimaging and behavioral evidence inform an eco-biodevelopmental model of emergent literacy that is associated with genetic, medical, and home literacy environmental factors before kindergarten, a time of rapid brain development. This framework is consistent with recommendations from the American Academy of Pediatrics and provides insights to help identify risk factors and signs of potential reading difficulties, tailor guidance, and provide direction for future research.show less

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14 Mar 2021 • Journal Article • Educating Engineers for Future Industrial Revolutions

What Drives Sophomore Students to Study Electrical Engineering? The Case of Danish and Israeli Students

Aharon Gero , Anna Friesel

Abstract

Successful implementation of future industrial revolutions requires, inter alia, well-trained engineers. However, the Western world is suffering from an ongoing shortage in engineers. Fostering academic motivation plays a major role in the efforts to reduce dropouts among engineering students. Therefore, the study described here was aimed to map and analyse the motivational…show more Successful implementation of future industrial revolutions requires, inter alia, well-trained engineers. However, the Western world is suffering from an ongoing shortage in engineers. Fostering academic motivation plays a major role in the efforts to reduce dropouts among engineering students. Therefore, the study described here was aimed to map and analyse the motivational factors driving sophomore students at two technical universities, Danish and Israeli, to study electrical engineering. Eighty-nine Danish and Israeli sophomore students participated in the study. The students filled out an anonymous Likert-like questionnaire used to characterise their academic motivation. It was found that there were no significant differences between the two groups of students with regards to the motivational factors. The students at both universities were mostly driven by intrinsic motivation (i.e., interest in studying engineering) and identified regulation (i.e., recognition of the value inherent to these studies).show less
9 Mar 2021 • Conference Paper • 15th International Technology, Education and Development Conference

Two-Tier Multiple-Choice Questions In Electrical Engineering: Students’ Attitudes

Aharon Gero , Yinnon Stav

Abstract

The standard multiple-choice test is a common summative assessment instrument in science and engineering education. This tool has both advantages (e.g., objectivity and fast automated marking) and disadvantages (e.g., evaluating only lower-order thinking skills). A possible solution to the weakness mentioned above is the use of two-tier multiple-choice questions. In a…show more The standard multiple-choice test is a common summative assessment instrument in science and engineering education. This tool has both advantages (e.g., objectivity and fast automated marking) and disadvantages (e.g., evaluating only lower-order thinking skills). A possible solution to the weakness mentioned above is the use of two-tier multiple-choice questions. In a two-tier multiple-choice question, the first item is a fact-based question, which requires remembering a fact or applying a principle in a given situation. The second item is a reasoning-based question, which requires justification for the answer given in the first item and necessitates higher-order thinking. Each of the two items has several answers, with one answer correct and the rest are distractors. The study described in this paper explored students’ attitudes toward incorporating two-tier multiple-choice questions into the final examination of a basic course on electric circuits. To the best of the authors’ knowledge, such characterization was performed here for the first time. One hundred and twenty-four sophomore electrical engineering students from a leading university in Israel participated in the study. The students were informed at the beginning of the course that the final examination would consist mainly of two-tier multiple-choice questions. After taking the final test, the students answered an anonymous open-ended questionnaire. The questionnaire was comprised of ten questions and was validated by two engineering education experts. The qualitative data underwent content analysis and were categorized. According to the findings, students claim that the integration of two-tier multiple-choice questions in the final examination led to an in-depth study of theory. Furthermore, students believe that these questions can examine higher-order thinking skills and that their discrimination level should be higher than that of one-tier questions.show less
8 Mar 2021 • Preprint • PsyArXiv

COVID-19 first lockdown as a unique window into language acquisition: What you do (with your child) matters

Natalia Kartushina , Nivedita Mani , Asli Aktan-Erciyes , Khadeejah Alaslani , Naomi Aldrich , Alaa Almohammadi , Haifa Alroqi , Lucy Anderson , Elena Andonova , Suzanne Aussems , Mireille Babineau , Mihaela Barokova , Christina Bergmann , Cara Cashon , Stephanie Custode , Alex de Carvalho , Nevena Dimitrova , Agnieszka Dynak , Rola Farah , Christopher Fennell , Anne-Caroline Fievet , Michael Frank , Margarita Gavrilova , Hila Gendler-Shalev , Shannon Gibson , Katherine Golway , Nayeli Gonzalez-Gomez , Ewa Haman , Erin Hannon , Naomi Havron , Jessica Hay , Cielke Hendriks , Tzipi Horowitz-Kraus , Marina Kalashnikova , Junko Kanero , Christina Keller , Grzegorz Krajewski , Catherine Laing , Rebecca Lundwall , Magdalena Łuniewska , Karolina Mieszkowska , Luis Munoz , Karli Nave , Nonah Olesen , Lynn Perry , Caroline Rowland , Daniela Oliveira , Jeanne Shinskey , Aleksander Veraksa , Kolbie Vincent , Michal Zivan , Julien Mayor

Abstract

The COVID-19 pandemic, and the resulting closure of daycare centers worldwide, led to unprecedented changes in children’s learning environments. This period of increased time at home with caregivers, with limited access to external sources (e.g., daycares) provides a unique opportunity to examine the associations between the caregiver-child activities and children’s…show more The COVID-19 pandemic, and the resulting closure of daycare centers worldwide, led to unprecedented changes in children’s learning environments. This period of increased time at home with caregivers, with limited access to external sources (e.g., daycares) provides a unique opportunity to examine the associations between the caregiver-child activities and children’s language development. The vocabularies of 1742 children aged 8-36 months across 13 countries and 12 languages were evaluated at the beginning and end of the first lockdown period in their respective countries (from March to September 2020). Children who had less passive screen exposure and whose caregivers read more to them showed larger gains in vocabulary development during lockdown, after controlling for SES and other caregiver-child activities. Children also gained more words than expected (based on normative data) during lockdown; either caregivers were more aware of their child’s development or vocabulary development benefited from intense caregiver-child interaction during lockdown.show less

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3 Mar 2021 • Conference Paper • SIGCSE '21: Proceedings of the 52nd ACM Technical Symposium on Computer Science Education

A Microlearning Online Framework for Teaching Programming Basics

Amit Palti , Rinat B Rosenberg-Kima

Abstract

This lightning talk describes the authors' initiative to deliver effective and enjoyable online learning of programming-basics to middle-school and beyond students with no programming background. With the COVID-19 long-term implications that have driven school systems to online learning, students face new challenges as they struggle to maintain their focus during long…show more This lightning talk describes the authors' initiative to deliver effective and enjoyable online learning of programming-basics to middle-school and beyond students with no programming background. With the COVID-19 long-term implications that have driven school systems to online learning, students face new challenges as they struggle to maintain their focus during long online sessions, with some experiencing physical impacts (e.g., 'zoom fatigue'). Microlearning, a set of small (5-8 min of length) learning units targeting small learning objectives and usually delivered online, appears as a promising direction for educators to face these challenges. However, because of its fragmented nature, and difficulty to provide immediate 'value-based' feedback to the learner, it is hard to apply microlearning in complex domains such as Computer-Science and programming. We are looking to develop a task-driven online microlearning environment for learning programming-basics. The environment will include motivating microtasks as well as formative feedback per microlearning unit. In a pilot study, we included short recorded lectures and project-driven activities. For the learning Integrated Development Environment (IDE) we used the application Tinkercad, which enables building programmable electronic devices. This learning IDE enabled the students to exercise 'micro-projects' (involving software and simulated hardware) in which their code had to 'operate' electronic device. We believe this concept can inspire a pedagogical framework that utilizes Microlearning for teaching programming and we will welcome the audience's input.show less
3 Mar 2021 • Conference Paper • SIGCSE '21: Proceedings of the 52nd ACM Technical Symposium on Computer Science Education

Teaching Machine Learning to Computer Science Preservice Teachers: Human vs. Machine Learning

Koby Mike , Rinat B Rosenberg-Kima

Abstract

Machine learning is a fast-growing field with various applications in artificial intelligence and data science. Recently, a new machine learning program have been integrated into the Israeli high school computer science curriculum and thus we added a new machine learning module to the Methods of Teaching Computer Science (MTCS) course, which is part of the teachers'…show more Machine learning is a fast-growing field with various applications in artificial intelligence and data science. Recently, a new machine learning program have been integrated into the Israeli high school computer science curriculum and thus we added a new machine learning module to the Methods of Teaching Computer Science (MTCS) course, which is part of the teachers' preparation program. This machine learning module provides us a unique opportunity to teach both pedagogy and content with the same subject matter. After teaching the basics of machine learning, we asked the students to find similarities between human learning theories and machine learning algorithms. Students identified several interesting parallels: (a) Supervised learning is similar to behavioral learning as the machine learns to connect training examples (stimuli) with labels (behavior). Also, the learning is based on minimizing error (punishment) function, (b) Reinforcement learning is similar to behavioral learning as learning is based on feedback from the environment, (c) Constructivism can be identified in the iterative convergence of the algorithm; the inner model improves each iteration based on the current knowledge, and (d) Social learning is reflected in clustering as each cluster affects the learning of the other clusters. In our talk, we present the idea that computational mental models may be used to reinforce pedagogical mental models and vice versa.show less
3 Mar 2021 • Conference Paper • SIGCSE '21: Proceedings of the 52nd ACM Technical Symposium on Computer Science Education

How Can Computer Science Educators Benefit from Data Science Education?

Koby Mike , Orit Hazzan

Abstract

Data science in an emerging interdisciplinary field integrating knowledge and skills from computer science, statistics, and an application domain. The contribution of computer science education to the field of data science education is therefore evident. As computer science educators, however, we can benefit from adapting concepts and methods of data science education…show more Data science in an emerging interdisciplinary field integrating knowledge and skills from computer science, statistics, and an application domain. The contribution of computer science education to the field of data science education is therefore evident. As computer science educators, however, we can benefit from adapting concepts and methods of data science education as well. For example, working with real data sets, a common practice in data science education, can benefit computer science students, giving them better sense of real-life problems; Statistical thinking, a fundamental thinking skill for data scientists, can enhance computational thinking as a real-life problem-solving skill. This BOF will provide a platform to discuss both the possible benefits computer science educators can earn from the emerging field of data science education and practical pedagogical methods to achieve these benefits.show less
3 Mar 2021 • Conference Paper • SIGCSE '21: Proceedings of the 52nd ACM Technical Symposium on Computer Science Education

The CS-orona Initiative: Fulfilling the Organizational Needs of Israeli High School Computer Science Teachers during the Corona Pandemic

Rachel Perlman , Hagit Cohen , Orit Hazzan

Abstract

This experience report focuses on the community of Israeli high school computer science (CS) teachers during the corona pandemic. Like most educational systems worldwide, which were suddenly shut down during the outbreak of the corona pandemic, the Israeli education system was closed from March 12, 2020 until the end of the school year. However, since the national CS…show more This experience report focuses on the community of Israeli high school computer science (CS) teachers during the corona pandemic. Like most educational systems worldwide, which were suddenly shut down during the outbreak of the corona pandemic, the Israeli education system was closed from March 12, 2020 until the end of the school year. However, since the national CS matriculation exam was scheduled for June 24, 2020, and since not all teachers finished teaching all of the required material and preparing their pupils for the exam, the Central CS Supervisory Unit, at the Ministry of Education, launched the CS-orona initiative whose purpose was to support teachers and pupils in their preparation for the matriculation exam. The initiative was implemented mainly (but not only) through Zoom presentations by volunteer teachers, who presented lessons to their colleagues and to pupils located throughout Israel. In this paper, we present the framework of the CS-orona initiative, teachers? perceptions of its effectiveness, and lessons learned. Data was collected through questionnaires sent to (a) teachers who attended the lessons; (b) teachers who presented lessons to other teachers and pupils; and (c) pupils located throughout the country. We analyzed the data mainly according to Maslow's theory of needs, and show that the CS-orona initiative a) enabled teachers who attended lessons to fulfill their needs for safety and b) enabled teachers who presented lessens, to fulfill their need for belongingness and need for appreciation and self-esteem.show less
1 Mar 2021 • Journal Article • Pediatrics

Validation of The Reading House and Association With Cortical Thickness

John S Hutton , Jonathan Dudley , Guixia Huang , Tzipi Horowitz-Kraus , Thomas G Dewitt , Richard F Ittenbach , Scott K Holland

Abstract

BACKGROUND AND OBJECTIVES: The American Academy of Pediatrics recommends literacy and school readiness promotion during well visits. The Reading House (TRH) is a children’s book–based screener of emergent literacy skills in preschool-aged children. Vocabulary, rhyming, and rapid naming are core emergent skills, and reading abilities are associated with thicker cortex…show more BACKGROUND AND OBJECTIVES: The American Academy of Pediatrics recommends literacy and school readiness promotion during well visits. The Reading House (TRH) is a children’s book–based screener of emergent literacy skills in preschool-aged children. Vocabulary, rhyming, and rapid naming are core emergent skills, and reading abilities are associated with thicker cortex in the left hemisphere. Our objective was to expand validity of TRH relative to these skills and explore association with cortical thickness. METHODS: Healthy preschool-aged children completed MRI including a T1-weighted anatomic scan. Before MRI, TRH and assessments of rapid naming (Comprehensive Test of Phonological Processing, Second Edition), rhyming (Pre-Reading Inventory of Phonological Awareness), vocabulary (Expressive Vocabulary Test, Second Edition), and emergent literacy (Get Ready to Read!) were administered. Analyses included Spearman-ρ correlations (rρ)accounting for age, sex, and socioeconomic status (SES). MRI analyses involved whole-brain measures of cortical thickness relative to TRH scores, accounting for covariates. RESULTS: Seventy children completed assessments (36–63 months old; 36 female) and 52 completed MRI (37–63 months; 29 female). TRH scores were positively correlated with Comprehensive Test of Phonological Processing, Second Edition (rρ = 0.61), Expressive Vocabulary Test, Second Edition (rρ = 0.54), Get Ready to Read! (rρ = 0.87), and Pre-Reading Inventory of Phonological Awareness scores (rρ = 0.64; all P < .001). These correlations remained statistically significant across age, sex, and SES groups. TRH scores were correlated with greater thickness in left-sided language and visual cortex (P–family-wise error <.05), which were similar for higher SES yet more bilateral and frontal for low SES, reflecting a less mature pattern (P–family-wise error <.10). CONCLUSIONS: These findings expand validation evidence for TRH as a screening tool for preschool-aged children, including associations with emergent skills and cortical thickness, and suggest important differences related to SES.show less

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23 Feb 2021 • Journal Article • Brain Research

Greater reading gain following intervention is associated with low magnetic resonance spectroscopy derived concentrations in the anterior cingulate cortex in children with dyslexia

Kim M Cecil , Kelly J Brunst , Tzipi Horowitz-Kraus

Abstract

Background/Objective The “neural noise” hypothesis suggests that individuals with dyslexia have high glutamate concentrations associated with their reading challenges. Different reading intervention programs have showed low GLX (a combined measure for glutamine and glutamate obtained with in vivo magnetic resonance spectroscopy) in association with reading improvement…show more Background/Objective The “neural noise” hypothesis suggests that individuals with dyslexia have high glutamate concentrations associated with their reading challenges. Different reading intervention programs have showed low GLX (a combined measure for glutamine and glutamate obtained with in vivo magnetic resonance spectroscopy) in association with reading improvement. Several studies demonstrated improved reading and increased activation in the anterior cingulate cortex following an-executive-function (EF)-based reading intervention. The goals of the current study are two-fold: 1) to determine if the effect of the EF-based reading program extends also to the metabolite concentrations and in particular, on the GLX concentrations in the anterior cingulate cortex; 2) to expand the neural noise hypothesis in dyslexia also to neural networks supporting additional parts of the reading networks, i.e. in specific regions related to executive function skills. Methods Children with dyslexia and typical readers were trained on the EF-based reading program. Reading ability was assessed before and after training while spectroscopy data was obtained at the end of the program. The association between change in reading scores following intervention and GLX concentrations was examined. Results Greater “gains” in word reading were associated with low GLX, Glu, Cr, and NAA concentrations for children with dyslexia compared to typical readers. Conclusions These results suggest that the improvement reported following the EF-based reading intervention program also involved a low GLX concentration, as well as additional metabolites previously associated with better reading ability (Glx, Cr, NAA) which may point at the decreased neural noise, especially in the anterior cingulate cortex, as a possible mechanism for the effect of this program.show less
16 Feb 2021 • Conference Paper • Proceedings of the 16th Chais Conference for the Study of Innovation and Learning Technologies: Learning in the Digital Era

Measuring Motivation in Learning Management System

Miri Barhak-Rabinowitz , Yael Erez , Ido Roll

Abstract

Usually, motivation for learning is measured using self-report surveys (Fulmer & Frijters ,2009). However, trace-data from Learning Management System (LMS) enable a new view into the learning process, thereby creating fertile ground for measuring learner motivation. Chen and Jang (2010) discovered that there were no significant correlations between learning motivation…show more Usually, motivation for learning is measured using self-report surveys (Fulmer & Frijters ,2009). However, trace-data from Learning Management System (LMS) enable a new view into the learning process, thereby creating fertile ground for measuring learner motivation. Chen and Jang (2010) discovered that there were no significant correlations between learning motivation and the frequency with which learners logged into the LMS or the number of clicks performed on the platform. Therefore, to derive meaningful indicators of motivation within LMS, measurements should be based on the key question: "What tasks or situations should elicit explicit behaviors?" (Mislevy et al., 2006). Aluja-Banet and colleagues (2019) applied such approach to evaluate motivation using trace-date in LMS. Here we evaluate measurement of motivation in the Moodle LMS. Aluja-Banet and colleagues (2019) define motivation as "a psychological feature that arouses a student to invest its resources to start and to persist in an action of notable intensity toward desired goal, despite of distractions and the press of other priorities." (p.2). We adopted this definition and adjusted their behavioral indicators to fit the Moodle data. We derived 3 behavioral indicators for motivation in the LMS data: Agility, measuring how fast a student starts the task after its recognition (high pace -> high motivation). Persistence, the extent to which an individual performs a prolonged and concentrated effort in order to pursue a goal. To measure persistence, we transformed the data from sporadic logs into consecutive learning "chunks". Delivery, computed as the ratio of the fulfilled obligatory tasks in respect to the pending ones in a given subject, as a proxy to the intensity of the effort done to achieve the goal. Students who enrolled in an online course at the Technion University participated in the study (N=31). Factor analysis yield a unidimensional measurement for motivation, replicating Aluja-Banet et al., (2019) findings. Total score on self-report questionnaires for motivation didn't correlate with our measure. This might be expected as concerns have been raised regarding the alignment of noncognitive factors measured with log-files data and self-reports (Jovanović, et al, 2019; Zhou & Winne, 2012). Overall, this research demonstrates progress towards developing a new methodology to measure motivation.show less

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16 Feb 2021 • Conference Paper • Proceedings of the 16th Chais Conference for the Study of Innovation and Learning Technologies: Learning in the Digital Era

Teachers Uncover the Potential of 3D Printing Activities to Promote Analytical and Applied Mathematical Skills

Laura Levin , Igor M Verner

Abstract

Educators concur that schools should prepare students for the digital transformation era. 3D printing is a disruptive digital technology that can be integrated into education as a learning subject as well as educational technology. The potential of 3D design and printing (3DP) activities for learning different subjects and developing higher-order thinking skills is…show more Educators concur that schools should prepare students for the digital transformation era. 3D printing is a disruptive digital technology that can be integrated into education as a learning subject as well as educational technology. The potential of 3D design and printing (3DP) activities for learning different subjects and developing higher-order thinking skills is recognized. However, in practice, these activities fall short of fulfilling the potential. Our study was conducted in conjunction with a professional development program in which 38 teachers learned to integrate 3DP in education. Here we present a workshop focused on developing analytical thinking (AT) and applied mathematical skills (AMS). In the workshop, the teachers were assigned to design a spinning-top that could fit into a Kinder egg and analyze its geometry. We inquired whether and how the teachers employed AT and AMS during the activity by a post-workshop questionnaire. Nearly all teachers reported that they used analytical skills and specifically noted identifying the problem, breaking it into parts, and finding functional relationships. They also applied the mathematical skills of understanding and mathematizing real-world problems. The program helped teachers uncover the potential of 3DP technology to advance teaching mathematics and technology and foster higher-order thinking skills.show less

Open access
16 Feb 2021 • Conference Paper • Proceedings of the 16th Chais Conference for the Study of Innovation and Learning Technologies: Learning in the Digital Era

Science, Maddá and 'Ilm: Differences in the Quality of Scientific Information Available to Internet Users in Three Languages

Kawther Zoubi , Aviv J Sharon , Eyal Nitzany , Ayelet Baram-Tsabari

סיינס, מדע ועילם: הבדלים באיכות המידע המדעי הזמין למשתמשי האינטרנט בשלוש שפות

לשימוש באינטרנט יש פוטנציאל לצמצום האי-שיוויון בתחום האוריינות המדעית ובתחומים נוספים. למרות זאת, מוסיפים להתקיים פערים דיגיטליים בגישה לאינטרנט, בשימוש בו ובתוצאות החברתיות הנובעות מכך. בין היתר, "הפער הלשוני" (the language divide) קובע באופן חלקי את מידת ההצלחה של משתמשים בשימוש באינטרנט בהתבסס על מידת שליטתם בשפות, ובמיוחד באנגלית, שכן זוהי השפה הדומיננטית באינטרנט. במחקר זה ביקשנו לבחון האם איכות המידע המדעי הזמין למשתמשי האינטרנט משתנה בין שפות. לשם כך השווינו תוצאות חיפושים למונחי יסוד בתחומי המדעים באנגלית, בעברית ובערבית. אספנו רשימה של שלושים מונחים בכל שפה שהתייחסו לשלושה תחומי דעת: פיזיקה, כימיה וביולוגיה. אספנו את תוצאות החיפוש מ-Google Search והערכנו את איכותן של שבע התוצאות הראשונות (סה"כ n = 630). הממצאים מלמדים שלתוצאות החיפושים באנגלית יש איכות גבוהה יותר מלתוצאות בעברית ובערבית, אך בעיקר בהיבטים הפדגוגיים, ולא בהיבטים המדעיים. כאשר בוצע לתוצאות החיפוש ניתוח אשכולות (cluster analysis) מסוג LDA בניסיון להפריד את התוצאות לפי שפה, התקבלה הפרדה טובה יותר מאשר ההפרדה שהתקבלה בניתוח אשכולות לפי תחום דעת. ממצא זה מלמד על קיומו של "פער לשוני" בגישה לתכנים מדעיים בקרב תלמידים מאותה המדינה. אנו טוענים כי על הקהילות המדעיות והחינוכיות לפעול לצמצומו של פער זה.

Abstract

The internet is a source of information with potential to alleviate inequality in general and specifically with respect to science literacy. Nevertheless, digital divides persist in online access and use and in subsequent social outcomes. Among these, the "language divide" partly determines how successful users are in their internet use depending on their proficiency…show more The internet is a source of information with potential to alleviate inequality in general and specifically with respect to science literacy. Nevertheless, digital divides persist in online access and use and in subsequent social outcomes. Among these, the "language divide" partly determines how successful users are in their internet use depending on their proficiency in languages, and especially in English. To examine whether the quality of online scientific information varies between languages, we compared online search results regarding school science in English, Hebrew and Arabic. We compiled a list of thirty school science terms in each language, spanning three fields: physics, chemistry and biology. Search results were collected from Google Search and the quality of the first seven relevant results was evaluated (n total = 630). Findings indicate that searches in English yielded overall higher quality results, compared with Hebrew and Arabic, but mostly in pedagogical aspects, rather than scientific ones. Clustering the results by language yielded better separation than clustering by scientific field, pointing to a "language divide" in access to online school science content among students within the same country. We argue that the scientific and educational communities should act to mitigate this language divide.show less

Open access
8 Feb 2021 • Journal Article • European Physical Journal B

Roles of cooperative effects and disorder in photon localization: the case of a vector radiation field

Louis Bellando , Aharon Gero , Eric Akkermans , Robin Kaiser

Abstract

We numerically study photon escape rates from three-dimensional atomic gases and investigate the respective roles of cooperative effects and disorder in photon localization, while taking into account the vectorial nature of light. A scaling behavior is observed for the escape rates, and photons undergo a crossover from delocalization toward localization as the optical…show more We numerically study photon escape rates from three-dimensional atomic gases and investigate the respective roles of cooperative effects and disorder in photon localization, while taking into account the vectorial nature of light. A scaling behavior is observed for the escape rates, and photons undergo a crossover from delocalization toward localization as the optical thickness of the cloud is increased. This result indicates that light localization is dominated by cooperative effects rather than disorder. We compare our results with those obtained in the case of a scalar radiation field and find no significant differences. We conclude that the scalar model constitutes an excellent approximation when considering photon escape rates from atomic gases.show less
4 Feb 2021 • Journal Article • F1000Research

Worldviews of science teachers in educational-technological context as a key factor in digitalization of teaching practices

Dina Tsybulsky , Yulia Muchnik-Rozanov

השקפות עולם של מורים למדעים בהקשר החינוכי-טכנולוגי כגורם מרכזי בתהליך הדיגיטציה של פרקטיקות הוראה

מחקר זה עוסק בתפיסות העולם של מורים למדעים בהקשר החינוכי-טכנולוגי. גיבוש תובנה מעמיקה יותר לגבי שיח של מורים בהתייחס לדיגיטציה של בתי הספר והבנת תפיסות העולם של מורים בהקשר החינוכי-טכנולוגי עשויים להיות חשובים ביותר כיון שנראה שהם תופסים תפקיד מרכזי בתהליך הדיגיטציה של פרקטיקות הוראה. הנתונים במחקר זה התקבלו באמצעות ראיונות עומק של 38 מורי מדעים ישראלים. בוצע ניתוח לשוני של הנתונים על מנת לבחון את ההתנהגות השפתית של המורים. מחקר זה עוסק בשאלות הבאות: (1) האם קיים הבדל בין המורים בהתייחס למוקדי תשומת הלב הבאים לידי ביטוי בכינויי הגוף? (2) האם קיים הבדל בין המורים במונחים של איכות ומידת הביטוי הרגשי שלהם הבאים לידי ביטוי בשימוש במילות רגש? (3) מהם השדות הסמנטיים של צברי המילים שכוללים טכנולוגיה ודיגיטל והאם הם משקפים הבדלים בהבנה של המורים אודות הדיגיטציה של בתי הספר? הממצאים מצביעים על הבדלים בתפיסות העולם של המורים הבאים לידי ביטוי בהתנהגות השפתית. נמצאו הבדלים בין שלוש קבוצות המורים [צופים מבחוץ, מודעים לשינוי, מעורבים בשינוי] בהתייחס למוקדי תשומת הלב, רמת המעורבות הרגשית והביטויים העקיפים שלהם בהבנת הדיגיטציה של פרקטיקות הוראה. מסקנות המחקר הן שתפיסות העולם של מורים הן גורם מפתח בהבנת המשמעות של להיות מורים בחברה דיגיטלית. בנוסף, המחקר שלנו מדגים שניתוח לשוני במחקר חינוכי היא מתודולוגיה מבטיחה שיכולה לתת תמונה עמוקה ומובנת של התופעה הנחקרת.

Abstract

Background: This research deals with science teachers' worldviews in the educational-technological context. Obtaining a deeper insight into teachers' discourse regarding school digitalization and understanding teachers' worldviews in the educational-technological context may be viewed as crucially important since the latter tends to play a central role in the process…show more Background: This research deals with science teachers' worldviews in the educational-technological context. Obtaining a deeper insight into teachers' discourse regarding school digitalization and understanding teachers' worldviews in the educational-technological context may be viewed as crucially important since the latter tends to play a central role in the process of digitalization of teaching practices. Methods: This study addresses the following questions: (1) Was there a difference between the teachers regarding their foci of attention expressed via personal pronouns? (2) Was there a difference between the teachers in terms of the quality and degree of their emotional immersion in the discussed topic expressed through the use of emotion words? (3) What are the semantic fields of the word clusters that include the lexemes technology and digital, and do they implicitly convey differences in teachers' understanding of school digitalization? The data were extracted by means of in-depth interviews with 38 Israeli science teachers. The linguistic analysis was employed to examine teachers' language behavior. Results: The results point out the differences in teachers' worldviews, manifested through language behavior. In particular, the differences between the three groups of teachers (outside observers, circumspect participants, and conscientious participants) were found regarding their foci of attention, the level of emotional immersion, and their implicitly conveyed understanding of the digitalization of teaching practices. Conclusions: The teachers' worldviews are the key element for understanding what it means to be or not to be a teacher in a digital society. In addition, our study demonstrates that linguistic analysis in educational research is a promising methodological approach that can render an in-depth and comprehensive picture of the explored phenomenon.show less

Open access
4 Feb 2021 • Journal Article • Science and Engineering Ethics

Applying a Social Constructivist Approach to an Online Course on Ethics of Research

Miri Barak , Gizell Green

Abstract

The growing trend of shifting from classroom to distance learning in ethics education programs raises the need to examine ways for adapting best instructional practices to online modes. To address this need, the current study was set to apply a social constructivist approach to an online course in research ethics and to examine its effect on the learning outcomes of…show more The growing trend of shifting from classroom to distance learning in ethics education programs raises the need to examine ways for adapting best instructional practices to online modes. To address this need, the current study was set to apply a social constructivist approach to an online course in research ethics and to examine its effect on the learning outcomes of science and engineering graduate students. The study applied a pre-test post-test quasi-experimental research design within a framework of a mixed-methods approach. The study compared the learning outcomes of students who participated in a social constructivist online course (N = 175) with those who studied in a conventional online course (N = 170). The data were collected via questionnaires and interviews. The findings indicated that both the conventional and the social constructivist online learners gained knowledge of facts and regulations. Yet, the social constructivist learners were more successful in demonstrating knowledge of practices that are used to establish research ethics, and in understanding the importance of conducting research in a responsible manner. The social constructivist online learners were also more successful in demonstrating awareness of ethical dilemmas, by identifying ethical dilemmas and providing solutions to ethical problems.show less

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1 Feb 2021 • Journal Article • Journal of Education for Teaching

Examining future-oriented discourse within reflective narratives as professional identity development for student teachers

Yulia Muchnik-Rozanov , Dina Tsybulsky

בחינת שיח מכוון עתיד בנרטיב רפלקטיבי כפיתוח זהות מקצועית של סטודנטים להוראה

למרות עליית המודעות לחשיבותן של פרקטיקות רפלקטיביות מכוונות עתיד בקרב חוקרי הכשרת מורים, קיים פער בספרות בהתייחס לשאלה האם ובאיזה אופן רפלקציות כתובות כאלה מקדמות את פיתוח הזהות המקצועית של סטודנטים להוראה. מטרת המחקר הנוכחי היא לחקור את תרומתו של השיח מכוון עתיד ברפלקציות כתובות לעיצוב הזהות המקצועית של סטודנטים להוראה ולהשלים את הפער הקיים בספרות. משתתפי המחקר היו 16 סטודנטים בשנתם הראשונה ללימודי תואר B.Ed בהתמחות להוראת מדעים. הנתונים התקבלו מדיווחים רפלקטיביים (n=32) של הסטודנטים בסוף הסמסטר הראשון והשני ללימודיהם. התבצע שילוב של ניתוח תוכן עם ניתוח לשוני. הממצאים העיקריים העולים מהמחקר מראים כי סוג כזה של פרקטיקה רפלקטיבית תורם לפיתוח הזהות המקצועית של סטודנטים להוראה ומאפשר להם שלושה דברים מרכזיים: (1) לחזות את סוג המורים שהם יהיו בעתיד, (2) לגבש את הציפיות שלהם מעצמם ו(3) להביע חששות לגבי עתידם כמורים.

Abstract

Despite a growing awareness of the importance of future-oriented reflective practices among teacher-education researchers, there is a gap in the literature regarding the question of whether and in what way these kinds of written reflections promote the development of student teachers’ professional identity. To fill this gap, the current study aims to explore the…show more Despite a growing awareness of the importance of future-oriented reflective practices among teacher-education researchers, there is a gap in the literature regarding the question of whether and in what way these kinds of written reflections promote the development of student teachers’ professional identity. To fill this gap, the current study aims to explore the contribution of future-oriented discourse within written reflective narratives to the shaping of student teachers’ professional identity. The participants of the study were 16 student teachers in their first year of studies towards a B.Ed. degree with a specialisation in science education. The data were obtained from the student teachers’ reflective reports (n = 32) submitted at the end of both the first and the second semesters. The data were analysed combining linguistic and content analyses. The main finding of the current study is that this kind of reflective practice contributes to the development of student teachers’ professional identity in three main ways: It allows them to (1) predict the kind of teachers they are going to be, (2) formulate expectations of themselves as teachers, and (3) express concerns regarding their future as teachers.show less

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Feb 2021 • Journal Article • International Journal of Engineering Education

Promoting Systems Thinking in Two-Year Technology Students: An Interdisciplinary Course on Medical Ultrasound Systems

Aharon Gero , Itschak Shlomo

Abstract

The development of systems thinking is a primary goal of engineering and technology education, especially within the framework of Industry 4.0. While many actions are being taken to promote systems thinking among engineering students, the efforts to advance it among students in two-year technology programs are relatively few. With the objective of promoting systems…show more The development of systems thinking is a primary goal of engineering and technology education, especially within the framework of Industry 4.0. While many actions are being taken to promote systems thinking among engineering students, the efforts to advance it among students in two-year technology programs are relatively few. With the objective of promoting systems thinking among electronics students at a two-year college, a unique course on medical ultrasound systems was recently developed. This interdisciplinary course combined physics, electronics and medicine. The study described in this paper characterized, using both quantitative and qualitative tools, students’ attitudes toward the course and changes in their systems thinking. Seventeen electronics students in their second semester of study participated in the research. Results point to a significant improvement in students’ systems thinking. As to attitudes toward the course, students believe that the course raised interest, advanced systems thinking and contributed to their professional development, but also increased the academic workload immensely.show less

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26 Jan 2021 • Journal Article • Educational Studies in Mathematics

Mathematical modeling of tech-related real-world problems for secondary school-level mathematics

Zehavit Kohen , Doron Orenstein

Abstract

The use of authentic real-world problems that reflect the applied nature of mathematics is not prevalent in formal secondary school settings. In this study, we explore the interface between workplace mathematics, particularly tech-related real-world (TRW) problems, and school mathematics, through the explication of mathematical modeling. The research questions are (1)…show more The use of authentic real-world problems that reflect the applied nature of mathematics is not prevalent in formal secondary school settings. In this study, we explore the interface between workplace mathematics, particularly tech-related real-world (TRW) problems, and school mathematics, through the explication of mathematical modeling. The research questions are (1) in which tech domains can real-world problems be identified that can be addressed using mathematical modeling for the secondary school level? (2) Which methods do engineers use to simplify tech-related problems for non-experts in their field? (3) In which areas in the secondary mathematics curriculum can TRW problems be mapped? We present a three-phase model which yielded the creation of a pool of 169 TRW problems. The first two phases of the model included extracting authentic problems from the work of tech engineers and simplifying them to be meaningful or perceivable to students. These were explored by conducting task-oriented interviews with senior tech engineers and scientists from leading companies and universities. The third phase was accomplished by interviewing mathematics education experts, and included verifying the compatibility of the problems with the formal, secondary-level mathematics curriculum. The study has methodological, theoretical, and practical contributions. These include methodology that enables identifying TRW problems that are compliant with the secondary mathematics curriculum; adding to the literature about mathematical modeling by demonstrating the interface between workplace mathematics and school mathematics; and creating a large pool of TRW problems that can be used in secondary school math lessons.show less
24 Jan 2021 • Journal Article • International Journal of Environmental and Science Education

Expressions of science literacy in online public discussions of animal experimentation

Esther Laslo , Ayelet Baram-Tsabari

ביטויים של אוריינות מדעית בטוקבקים לסיקור של ניסויים בבעלי חיים

בלב החזון של החינוך המדעי לאזרחות מושכלת עומדת האורינות המדעית. המשגות עדכניות מציעות להגדיר אותה בהתאם ליישום בחיי יומיום. במחקר זה אופיינו ביטויים של אוריינות מדעית בדיונים אותנטיים בסביבה מקוונת, באתר חדשות מוביל בישראל. נערך ניתוח תוכן של ביטויי אוריינות מדעית בכתבות העוסקות בסוגיית ניסויים בבעלי חיים לאורך שנה, ותגובות קוראים שהתעוררו בעקבותיהן. תכניות הלימודים בישראל שימשו כמסגרת אנליטית, הכוללת ידע מדעי, תפיסות אודות מהות המדע וכישורי חקר. נמצא שיותר ממחצית מהמושגים שהופיעו בכתבות ובתגובות היו ברמה תיכונית ואקדמית. רמה זו גבוהה מרמת לימודי החובה במדעים. מאחר ובמחקר זה אופיינה רמת הידע המשמש בסוגיות הנידונות, בעקבות כתבות חדשותיות, עולה שאלת הרלוונטיות של הוראת מדעים ברמת לימודי החובה, אשר בישראל אינם כוללים לימודי מדע בתיכון, לאפשרות למעורבות מושכלת של בוגרי מערכת החינוך בשיח ציבורי. נמצא גם שהתפלגות רמת המושגים המדעיים בתגובות הקוראים לסוגית הניסויים בבעלי חיים מצויה במתאם של 0.96 לרמת המושגים בכתבות. תגובות התומכות בניסויים בבעלי חיים ביטאו רמה גבוהה יותר של מושגים מדעיים. תפיסות אודות מהות המדע השתנו בתכנים בהתאם לעמדות: בתגובות התומכות בניסויים בבעלי חיים נמצאו יותר היבטים מחקריים, כגון האופן שבו נבנה ומתפתח ידע מדעי, ואילו התגובות המתנגדות לניסויים בבעלי חיים התייחסו להיבטים החברתיים של מהות המדע. ביטויים אלו מהדהדים הבדלים בתפיסות העולם וחוסר אמון במדענים. המחקר מציע שהוראה המכוונת למעורבות ציבורית מושכלת במדע מחייבת שילוב מפורש של היבטים מחקריים וחברתיים של מהות המדע.

Abstract

Recent conceptualizations of science literacy, a key aim of contemporary science education, suggest defining it as a function of actual uses of science in daily life. We characterize expressions of science literacy in online authentic public discourse, using content analysis of a year’s worth of widely-read Israeli online news site coverage of animal experimentation…show more Recent conceptualizations of science literacy, a key aim of contemporary science education, suggest defining it as a function of actual uses of science in daily life. We characterize expressions of science literacy in online authentic public discourse, using content analysis of a year’s worth of widely-read Israeli online news site coverage of animal experimentation and its reader comments, we explore how expressions of science literacy interact with coverage. The national Israeli science-curricula were used as an analytical framework, including scientific knowledge, nature of science (NOS), and inquiry skills. The findings indicate that over half of the scientific concepts used by the commentators are at the high school or academic level, in which science is elective. There were strong correlations (r = 0.96) between the level of overall science concepts used in the articles and reader comments. Comments supporting animal experimentation employed more and higher level of scientific concepts. Contrasting positions were supported by different types of NOS content: opponents of animal experimentation referred more to the social aspects of NOS, echoing differences in worldviews and lack of trust in scientists. We suggest that enabling informed public engagement with science requires explicit integration of investigative and social aspects of the nature of science.show less
24 Jan 2021 • Journal Article • Theorizing and Measuring Affect in Mathematics Teaching and Learning

Identity Research in Mathematics Education: Reifications Within Multiple Theoretical Viewpoints

Einat Heyd-Metzuyanim , Mellony Graven

Abstract

In this chapter, we provide a conceptual overview of the field of identity in mathematics education based on a recent State of the Art review and our co-editing of a collection of 15 papers in this field, published in ZDM in 2019. We take as our starting point Sfard and Prusak (Educ Res 34(4):14–22, 2005) definition of identity as a collection of reified, significant…show more In this chapter, we provide a conceptual overview of the field of identity in mathematics education based on a recent State of the Art review and our co-editing of a collection of 15 papers in this field, published in ZDM in 2019. We take as our starting point Sfard and Prusak (Educ Res 34(4):14–22, 2005) definition of identity as a collection of reified, significant narratives about a person authored by different people. Using this definition as a conceptual lens, we examine recent publications on identity from “psychological” to “performance/practice” and “critical realist” theoretical viewpoints. We point to differing types of reifications made in these studies and to the challenges that may accompany these reifications.show less
12 Jan 2021 • Journal Article • International Journal of Science and Mathematics Education

Excellence in Mathematics in Secondary School and Choosing and Excelling in STEM Professions over Significant Periods in Life

Zehavit Kohen , Ortal Nitzan

Abstract

Excellent Science, Technology, Engineering, and Mathematics (STEM) employees are in constant demand worldwide. The current study explores Israeli students’ choices to study and pursue careers in STEM fields, while students’ level of excellence in mathematics in secondary school is explored as a predictor for choosing a STEM track in future study and employment, as well…show more Excellent Science, Technology, Engineering, and Mathematics (STEM) employees are in constant demand worldwide. The current study explores Israeli students’ choices to study and pursue careers in STEM fields, while students’ level of excellence in mathematics in secondary school is explored as a predictor for choosing a STEM track in future study and employment, as well as a predictor for the level of success in completing a STEM degree. The theoretical framework for the study is based on the task performance model of the social cognitive career theory which focuses on human behavior in the context of career choice. The study presents a big data analysis based on about 650,000 records retrieved from the Central Bureau of Statistics in Israel for several points in time over the last one and a half decades, to demonstrate choice patterns over the years. We analyzed a representative sample using systematic sampling over the last decade and a half, from secondary school, higher education, and postgraduate STEM-related populations who are employed in STEM professions. Our study presents a scale for mathematics excellence, which reflects a combination of study level and level of success. Our findings reveal that choosing a more advanced level of mathematics in secondary school, as opposed to the level of success in these studies, is the best predictor for choosing STEM as a major in secondary school, completing a STEM bachelor’s degree, succeeding in a STEM bachelor’s degree, and making a STEM career choice.show less

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12 Jan 2021 • Journal Article • Computers in Education

Active learning with online video: The impact of learning context on engagement

Kyoungwon Seo , Samuel Dodson , Negar M Harandi , Nathan Roberson , Sidney Fels , Ido Roll

למידה פעילה עם וידאו: כיצד ההקשר בקורס משפיע על תהליך הלימוד?

מחקר זה בחן את ההשפעה של ההקשר הלימודי על מעורבות הסטודנטים בזמן למידה מוידאו בקורסים מקוונים ומשולבים.
המחקר התמקד בפעילות הווידיאו של הסטודנטים עם ViDeX, נגן היפר-וידיאו התומך בהערות והדגשות באתר. מערכת למידה חדשנית זו נמצאת כאן.
הניסוי הראשון כלל סקר סטודנטים. בסקר אותרו שמונה יעדי מעורבות: שיקוף, סימון, זכירה, הבהרה, רפרוף, חיפוש, התמצאות, והפסקה.
ניסוי שני כלל ניתוח כמותי של תהליך הלמידה של מאות סטודנטים במספר קורסים. בעזרת שיטות כריית נתונים בלמידה (learning analytics), העקבות של למידת הסטודנטים נותחו. נמצא כי התלמידים משתמשים בסרטונים בצורה הרבה יותר אדפטיבית בקורסים מקוונים מאשר בקורסים המשלבים למידה מקוונת ולמידה פנים אל פנים (היברידיים).
במקביל, המחקר מצביע על הקושי שבזיהוי מטרות למידה מתוך נתוני עקבות למידה.

Abstract

Learning with online video is pervasive in higher education. Recent research has explored the importance of student engagement when learning with video in online and blended courses. However, little is known about students’ goals and intents when engaging with video. Furthermore, there is limited empirical evidence on the impact of learning context on engagement with…show more Learning with online video is pervasive in higher education. Recent research has explored the importance of student engagement when learning with video in online and blended courses. However, little is known about students’ goals and intents when engaging with video. Furthermore, there is limited empirical evidence on the impact of learning context on engagement with video, which limits our understanding of how students learn from video. To address this gap, we identify a set of engagement goals for learning with video, and study associated student activity in relation to learning context (course week, exam, and rewatch). In Study 1, we conducted a survey (n = 116) that maps students’ video viewing activities to their engagement goals and intents. We identified a variety of engagement goals, specifically Reflect, Flag, Remember, Clarify, Skim, Search, Orient, and Take a break. In Study 2, we analyzed clickstream data generated by 387 students enrolled in three semester-long courses. We examined the impact of learning context on students’ engagement with video. A multilevel model showed different patterns for online and blended courses. Students in the online course showed much more strategic and adaptive use of video. As the semester progressed, students in the online courses performed fewer Reflect and Search. During exam weeks and when rewatching videos, online students performed more Search within the video. The only trend that was found for blended learning students was an increase in Skim with course week. These findings have implications for video players that adapt to context, such as helping students easily locate important in-video information during the exam week or when rewatching previously watched videos.show less
7 Jan 2021 • Journal Article • Robotics

Exploring Robot Connectivity and Collaborative Sensing in a High-School Enrichment Program

Igor M Verner , Dan Cuperman , Michael Reitman

Abstract

Education is facing challenges to keep pace with the widespread introduction of robots and digital technologies in industry and everyday life. These challenges necessitate new approaches to impart students at all levels of education with the knowledge of smart connected robot systems. This paper presents the high-school enrichment program Intelligent Robotics and Smart…show more Education is facing challenges to keep pace with the widespread introduction of robots and digital technologies in industry and everyday life. These challenges necessitate new approaches to impart students at all levels of education with the knowledge of smart connected robot systems. This paper presents the high-school enrichment program Intelligent Robotics and Smart Transportation, which implements an approach to teaching the concepts and skills of robot connectivity, collaborative sensing, and artificial intelligence, through practice with multi-robot systems. The students used a simple control language to program Bioloid wheeled robots and utilized Phyton and Robot Operating System (ROS) to program Tello drones and TurtleBots in a Linux environment. In their projects, the students implemented multi-robot tasks in which the robots exchanged sensory data via the internet. Our educational study evaluated the contribution of the program to students’ learning of connectivity and collaborative sensing of robot systems and their interest in modern robotics. The students’ responses indicated that the program had a high positive contribution to their knowledge and skills and fostered their interest in the learned subjects. The study revealed the value of learning of internet of things and collaborative sensing for enhancing this contribution.show less

Open access
5 Jan 2021 • Journal Article • International Electronic Journal of Mathematics Education

Lesson Plans as a Mirror: A Close Look at Planning of Work with Underachieving Students

Raisa Guberman , Dina Tsybulsky

Abstract

The study investigates mathematics lesson plans that teachers produced for re-teaching purposes. Its goal is to determine which aspects of mathematics-content knowledge are expressed in lesson plans on the topic of fractions prepared by primary math teachers and intended for underachieving students, and to see how these aspects are manifested. The data were gathered in…show more The study investigates mathematics lesson plans that teachers produced for re-teaching purposes. Its goal is to determine which aspects of mathematics-content knowledge are expressed in lesson plans on the topic of fractions prepared by primary math teachers and intended for underachieving students, and to see how these aspects are manifested. The data were gathered in an analysis of forty-nine lesson plans that the participating teachers prepared. The data were analysed in two phases: (1) a category analysis of the plans and (2) a statistical analysis of the data obtained, via cluster analysis and ANOVA tests. The findings point to four types of teachers in terms of their mathematical knowledge: (1) those whose knowledge is faulty; (2) those who have incomplete or scanty understanding of math but know how to phrase a mathematical idea correctly; (3) those who understand mathematical content well but are not strict about correctly describing the “mathematics” that they teach in the lesson; and (4) those thoroughly versed in mathematics, from whose lesson plans one may infer both correct wording of the mathematical idea and consistently correct use of mathematical concepts and principles. Despite the differences in their content knowledge, teachers of all four types planned to teach their students at a procedural level while attempting to impart conceptual knowledge—most likely because they expect little of their underachieving students. Practical recommendations derived from the study are offered.show less

Open access
22 Dec 2020 • Journal Article • NeuroImage: Clinical

Greater functional connectivity within the cingulo-opercular and ventral attention networks is related to better fluent reading: A resting-state functional connectivity study

Lidan Freedman , Michal Zivan , Rola Farah , Tzipi Horowitz-Kraus

Abstract

Executive functions are higher-order cognitive abilities that affect many of our daily actions, including reading. A two-system model for cognitive control comprises a bottom-up system composed of the dorsal and ventral attention networks and a more evolved top-down system involving the frontoparietal and cingulo-opercular networks. We examined both within- and…show more Executive functions are higher-order cognitive abilities that affect many of our daily actions, including reading. A two-system model for cognitive control comprises a bottom-up system composed of the dorsal and ventral attention networks and a more evolved top-down system involving the frontoparietal and cingulo-opercular networks. We examined both within- and between-network functional connectivity of these four networks in 26 8-12-year-old children with readong difficulties and 30 age-matched typical readers using resting-state functional MRI. Fluency and nonfluency behavioral reading measures were collected, and the scores were analyzed together with the functional data. Children with reading difficulties did not differ in functional connectivity for the four networks compared to typical readers. Grouping the entire cohort into low vs. high fluency-level reading groups, however, revealed significantly higher functional connectivity values within the cingulo-opercular and ventral attention cognitive-control networks for the high fluency group. Higher functional connectivity Trends between the cognitive-control networks were also observed in the high fluency group compared to the low fluency group. A similar analysis using a nonfluency word-reading task grouping did not uncover differences between the two groups. The results emphasize the complexity of the fluency task, as a test that relies on cognitive-control abilities, at both the bottom-up and top-down levels. Therefore, it may be posited that the fluency task may also be a challenge for typical readers despite their intact performance. The results reinforce the relationship between fluent reading and functional connectivity of the cognitive-control networks, emphasizing the various cognitive-control abilities that underlie this complex reading ability.show less
14 Dec 2020 • Journal Article • Asia-Pacific Science Education

Inequity and Cultural Differences in Out-of-School Science Education: The Case of the Arab Minority in Israel

Tali Tal

Abstract

This paper examines the gap between Jewish and Arab students in Israel in the context of learning in informal environments. I attempted to understand whether the difference is a matter of inequity in terms of resource allocation and opportunities provided to the schools. I present the socio-historical-political context and the current situation, based on formal documents…show more This paper examines the gap between Jewish and Arab students in Israel in the context of learning in informal environments. I attempted to understand whether the difference is a matter of inequity in terms of resource allocation and opportunities provided to the schools. I present the socio-historical-political context and the current situation, based on formal documents. To gain an insiders’ views, I interviewed five Arab science educators and an Arab superintendent. These conversations highlighted the cultural aspect of the gap and a cultural change toward integrating more learning opportunities in out-of-school environments. Using Gutiérrez and Rogoff (2003), rather than taking a deficit view, repertoires of practice is suggested to understand differences. Several implications relevant to other places where different cultural groups live and where educational and social practices affect the ways people use out-of-school time and resources are offered.show less

Open access
10 Dec 2020 • Journal Article • Journal of Research in Science Teaching

Engaging the hands, heads, and hearts in a medical simulation informal learning environment

Tali Tal , Sameer Dallashe

Abstract

We investigated the characteristics of a medical simulation‐based informal learning environment (MSBE) of a science center—an environment not yet studied—to understand its uniqueness and its impact on visiting students. In the MSBE, students interact with, and operate, sophisticated simulators which demonstrate a range of medical situations. Visiting students comprised…show more We investigated the characteristics of a medical simulation‐based informal learning environment (MSBE) of a science center—an environment not yet studied—to understand its uniqueness and its impact on visiting students. In the MSBE, students interact with, and operate, sophisticated simulators which demonstrate a range of medical situations. Visiting students comprised mainly high school students, who do not commonly visit science centers. They included Jewish and Arab students of diverse socioeconomic statuses. Data collection in this mixed‐method study comprised pre‐post open‐ended views and content questionnaires, a semantic difference survey and interviews. To scrutinize student learning and attitude change, we compared the visiting students with a comparison group who did not visit the MSBE. The MSBE enabled mainly collaborative and active/hands‐on learning that helped students visualize and experience abstract ideas and yielded a variety of learning outcomes. We present evidence that the students improved their attitudes toward biology and medicine and improved their understanding of biological principles related to the human body. Addressing both museum learning literature and literature on different types of scientific and health literacies, we highlight the value to student engagement and learning of this unique medical simulation learning environment.show less

Open access
4 Dec 2020 • Journal Article • Physical Review Physics Education Research

Teaching nonscience majors about electromagnetic radiation

Shulamit Kapon , Hagar Veksler

Abstract

[This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] We discuss the theoretical underpinnings that informed the considerations and decisions that shaped the design of a curriculum unit entitled “Electromagnetic radiation—principles, applications, and decisions”. This unit is part (45 h) of the compulsory general science requirement…show more [This paper is part of the Focused Collection on Curriculum Development: Theory into Design.] We discuss the theoretical underpinnings that informed the considerations and decisions that shaped the design of a curriculum unit entitled “Electromagnetic radiation—principles, applications, and decisions”. This unit is part (45 h) of the compulsory general science requirement for the Israeli high school matriculation curriculum in science for students who choose not to major in any scientific discipline. Its goal is to develop scientific literacy rather than expertise. During the problematizing phase that preceded the design we identified two challenges presented by the formal goal of the unit and its target audience: (i) how to foster meaningful engagement on the part of diverse groups of “outsiders to science” with complex scientific content such as electromagnetic radiation, (ii) how to translate scientific and engineering findings related to a complex phenomenon such as electromagnetic radiation, which emerge within a context of specialized knowledge and vocabulary, into lay language without corrupting their meaning. The first section of this article explores these questions through a theoretical discussion of (i) relevance, personal relevance, and meaningfulness; (ii) the implications of pursuing personal relevance on the meaning ascribed to scientific literacy of nonscientists, and the ways to support its development in school; and (iii) the ways in which personal relevance comes to bear on the choice of content and explanatory means. We then illustrate how these theoretical principles and insights were translated into curriculum design.show less

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1 Dec 2020 • Journal Article • European Journal of Engineering Education

Interrelations between systems thinking and abstract thinking: the case of high-school electronics students

Aharon Gero , Aziz Shekh-Abed , Orit Hazzan

Abstract

Systems thinking and abstract thinking are important skills for engineers in general and hardware and software engineers in particular. Systems thinking emphasises the interdependence of system components and their synergy. Abstract thinking permits one to focus on the significant details of the current perspective, while temporarily neglecting the less relevant details…show more Systems thinking and abstract thinking are important skills for engineers in general and hardware and software engineers in particular. Systems thinking emphasises the interdependence of system components and their synergy. Abstract thinking permits one to focus on the significant details of the current perspective, while temporarily neglecting the less relevant details of the stage in question. So far, systems thinking and abstract thinking have each been characterised separately, but a possible relation between them has not yet been examined. The study described in the paper explored the interrelations between systems thinking and abstract thinking among high-school students executing their final project. In the study, which used quantitative and qualitative tools, participated 239 Israeli twelve graders majoring in electronics. The findings indicate a significant moderate positive correlation between systems thinking and abstract thinking. The systems thinker and the abstract thinker share common cognitive characteristics, but differ in features related to knowledge and background, and interpersonal skills.show less

Open access
Dec 2020 • Journal Article • Global Journal of Engineering Education

Academic motivation in beginning students of electrical engineering: A case study of Danish and Israeli universities

Aharon Gero , Anna Friesel

Abstract

In light of the acute shortage of engineers in the Western world, nurturing academic motivation is a primary goal of engineering education. The study described in this article focused on the mapping and analysis of the factors driving beginning students to study electrical engineering. One hundred and seventy-six Danish and Israeli students took part in the study. The…show more In light of the acute shortage of engineers in the Western world, nurturing academic motivation is a primary goal of engineering education. The study described in this article focused on the mapping and analysis of the factors driving beginning students to study electrical engineering. One hundred and seventy-six Danish and Israeli students took part in the study. The participants filled out a closed-ended anonymous questionnaire used to measure their academic motivation. Based on the findings, beginning students of electrical engineering are mostly driven by intrinsic motivation (i.e. interest in studying engineering) and identified regulation (i.e. recognition of the value inherent to these studies), regardless of their semester of study (first, second or third). It has also been found that despite the differences between Danish and Israeli students and their programmes, their motivational factors are very similar.show less

Open access
24 Nov 2020 • Journal Article • Thinking Skills and Creativity

A cultural perspective to project-based learning and the cultivation of innovative thinking

Miri Barak , Shiran Yuan

Abstract

Studies on higher-order thinking skills advocate the importance of cultivating innovative thinking through project-based learning (PBL); yet, little attention was paid to students’ cultural background. Given the increase in international student mobility, the aim of this study was to examine the role of PBL in cultivating innovative thinking as perceived by international…show more Studies on higher-order thinking skills advocate the importance of cultivating innovative thinking through project-based learning (PBL); yet, little attention was paid to students’ cultural background. Given the increase in international student mobility, the aim of this study was to examine the role of PBL in cultivating innovative thinking as perceived by international students from China and by local students. The participants studied the same PBL course, delivered by the same teaching staff, but in separate classrooms. Applying a mixed methods case study design, data were collected through pre- and post-questionnaires and focus-group interviews. The findings indicated that although the PBL process had a positive influence on cultivating students’ perceived innovative thinking in both groups, differences were found in behaviors that lead to the generation of innovative ideas. The Chinese students identified gains associated with behaviors of Observing and Questioning; whereas the local students identified gains associated with Idea Networking. The study presents a five-stage innovation cultivation PBL process that can be adapted to higher education programs, highlighting the need for cultural-sensitivity in designing and delivering courses for international students.show less

Open access
19 Nov 2020 • Conference Paper • Koli Calling'20: Proceedings of the 20th Koli Calling International Conference on Computing Education Research

Equalizing Data Science Curriculum for Computer Science Pupils

Koby Mike , Tamir Hazan , Orit Hazzan

Abstract

Data science is a new interdisciplinary field of research that focuses on extracting value from data. As an interdisciplinary science it integrates knowledge and methods from computer science, mathematics and statistics, and the domain knowledge of the data. As data science is still forming as a domain, several points of view exist on how to teach data science. The…show more Data science is a new interdisciplinary field of research that focuses on extracting value from data. As an interdisciplinary science it integrates knowledge and methods from computer science, mathematics and statistics, and the domain knowledge of the data. As data science is still forming as a domain, several points of view exist on how to teach data science. The curriculum of many undergraduate data science programs includes advanced knowledge and skills in mathematics, statistics, computer science, and one or more data domains. Several initiatives for designing high school data science curricula have emerged recently. Since it is unrealistic to teach all the above-mentioned advanced topics at the high school level, the high school data science curriculum focuses on a broad understanding of the data science workflow rather than on mathematical and algorithmic details that characterize undergraduate programs. High school computer science pupils, however, are expected to have a deep understanding of algorithms, as algorithms are the heart of computer science. In this paper, we present our attempt to adapt a data science course to computer science high school pupils that incorporates both a broad view on data science and data workflow, as well as deep understanding of data processing algorithms and specifically, machine learning. This course is taught for 10th grade computer science pupils in an Israeli public school, and was also taught in a summer workshop for computer science teachers.show less
11 Nov 2020 • Conference Paper • ICERI2020 Proceedings

Electronics Students’ Attitudes Toward An Interdisciplinary Course On Medical Ultrasound Systems

Aharon Gero , Itschak Shlomo

Abstract

Systems thinking focuses on the ability to understand the interrelations between the system’s components. Nowadays, considerable actions are being taken to foster systems thinking in engineering students. However, activities to develop it among two-year technology students are relatively limited. As one of the recommended instruments for promoting systems thinking is…show more Systems thinking focuses on the ability to understand the interrelations between the system’s components. Nowadays, considerable actions are being taken to foster systems thinking in engineering students. However, activities to develop it among two-year technology students are relatively limited. As one of the recommended instruments for promoting systems thinking is a system analysis, an interdisciplinary course on medical ultrasound systems was recently developed for electronics students enrolled in a two-year program. This unique 16-hour course combined physics, electronics and medicine, and put an emphasis on the interrelations and synergy between the system’s components. The study described in the paper characterized students’ attitudes toward the course. Seventeen Israeli electronics students in their second semester of study took part in the research. The classroom was observed throughout the course, and at its end the students filled out an anonymous open-ended questionnaire. The qualitative data, obtained from the observations and questionnaires, underwent content analysis. According to the findings, the students believe that the course advanced systems thinking and contributed to their professional path, but also substantially increased their academic workload. The study’s findings might expand the limited body of knowledge on technology students’ systems thinking and improve the training at two-year colleges.show less
5 Nov 2020 • Journal Article • Eurasia Journal of mathematics, Science and Technology Education

Mathematics for Computer Science: A Flipped Classroom with an Optional Project

Yehudit Judy Dori , Zehavit Kohen , Brian Rizowy

Abstract

The Mathematics for Computer Science mandatory course was conducted in a flipped classroom (FC) setting with an optional, voluntary, project-based learning (PBL) component. The objective of this study was to examine the effect of studying in an FC setting, with and without PBL, on students’ problem-solving performance, conceptual understanding, and affective perceptions…show more The Mathematics for Computer Science mandatory course was conducted in a flipped classroom (FC) setting with an optional, voluntary, project-based learning (PBL) component. The objective of this study was to examine the effect of studying in an FC setting, with and without PBL, on students’ problem-solving performance, conceptual understanding, and affective perceptions. Participants were 374 undergraduate freshmen and sophomores, of whom 20% elected to participate in an optional probability PBL. The most significant finding was the reinforcement of collaboration, as reflected by teamwork on problem solving during the FC class time. The PBL students demonstrated an advantage in their performance over their peers in probability—the topic they explored, and in their positive responses regarding studying in the FC setting, with an emphasis on the collaborative learning component. The research demonstrates the importance of active engagement in a technology-based environment in which STEM undergraduate students solve problems and implement projects.show less

Open access
4 Nov 2020 • Journal Article • Journal of Science Communication

Engagement styles in an environmental citizen science project

Yaela Naomi Golumbic , Ayelet Baram-Tsabari

צורות מעורבות בפרוייקט מדע אזרחי סביבתי

מאמר זה מזהה את הדרכים המגוונות בהן משתתפים עוסקים במדע, באמצעות פרויקט מדע אזרחי בודד. באמצעות שימוש בנתונים ממקורות מגוונים, אנו מתארים את הפעילויות השונות המתבצעות על ידי מדענים אזרחיים בפרויקט איכות האוויר, ומאפיינים את המוטיבציות המניעות אותם להשתתפות. הממצאים חושפים מספר תמות המעידות על המוטיבציות וצורות המעורבות של המשתתפים; תושבים מודאגים, חינוך והסברה, פעולות סביבתיות, עניין אישי ומעורבות מזדמנת. המחקר ממחיש את יחסי הגומלין בין תחומי תקשורת המדע והמדע האזרחי וקורא לטפח מערכת יחסים זו.

Abstract

This paper identifies the diverse ways in which participants engage with science, through the same citizen science project. Using multiple data sources, we describe various activities conducted by citizen scientists in an air quality project, and characterize the motivations driving their engagement. Findings reveal several themes, indicative of participants motivations…show more This paper identifies the diverse ways in which participants engage with science, through the same citizen science project. Using multiple data sources, we describe various activities conducted by citizen scientists in an air quality project, and characterize the motivations driving their engagement. Findings reveal several themes, indicative of participants motivations and engagement; worried residents, education and outreach, environmental action, personal interest and opportunistic engagement. The study further illustrates the interconnectivity between science communication and citizen science practices and calls for nurturing this relationship for the mutual advancement of both fields.show less

Open access
29 Oct 2020 • Journal Article • International Journal of Science and Mathematics Education

Valued Actions and Identities of Giftedness in a Mathematical Camp

Einat Heyd-Metzuyanim , Rachel Hess-Green

Abstract

This study follows a mathematical camp for high-school students identified as gifted, and examines it with a socio-cultural lens. Our goal is to examine the identities of students in the camp and the valued actions according to which these identities were authored, both by the students and by their instructors. Data was collected from three rounds of summer camp sessions…show more This study follows a mathematical camp for high-school students identified as gifted, and examines it with a socio-cultural lens. Our goal is to examine the identities of students in the camp and the valued actions according to which these identities were authored, both by the students and by their instructors. Data was collected from three rounds of summer camp sessions and included recordings of lessons, staff meetings, and ceremonies. Findings point to identities of competent or “gifted” participants being evaluated according to the valued actions of quickness and ease in problem-solving, “brilliant” ideas or questions, persistence and coping with challenges, and intensive engagement with mathematics, beyond the official requirements of the camp. They also suggest that most of these valued actions were only implicitly communicated in the camp, although some of them, for example writing correctly and justifying statements logically, were stated explicitly. We focus on one student, Jasmine, who was identified as particularly gifted. We examine an episode of fierce mathematical argumentation between her and the instructor (2nd author), and the identifications that accompanied it, relating them to the valued actions in the camp. We discuss the findings with relation to existing literature on the identification and education of mathematically talented youth.show less

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22 Oct 2020 • Journal Article • Applied Sciences

STEM Graduate Students’ Systems Thinking, Modeling and Scientific Understanding—The Case of Food Production

Effrat Akiri , Marina Tal , Roee Peretz , Dov Dori , Yehudit Judy Dori

חשיבה מערכתית - מידול והבנה מדעית בקרב סטודנטים לתארים מתקדמים בדגש על ייצור מזון וקיימות

כישורי מידול קונספטואלי (Modeling), חשיבה מערכתית (Systems thinking) והבנה מדעית, הן מיומנויות הנחוצות לצורך הבנת תהליכים מורכבים כמו תהליכי ייצור מזון. מטרת המחקר הייתה להעריך את תרומתן של מיני-יחידות לימוד בנושאי מזון לכישורי החשיבה המערכתית, המידול וההבנה המדעית של סטודנטים לתארים מתקדמים הלומדים בפקולטה לחינוך בטכניון.
במחקר זה, שערכו אקירי, טל, פרץ, דורי ודורי (2020), מומחי STEM בנו מודלים קונספטואליים המתארים את ניטור הערכים התזונתיים בדגי קוד באמצעות שימוש במתודולוגיית עצם-תהליך (OPM). בהתבסס על מודלים אלו, פותחו ארבע מיני-יחידות לימוד מקוונות העוסקות בתהליכי ייצור מזון. משתתפי המחקר, 15 סטודנטים לתואר שני במקצועות ה-STEM, מורים או פרחי הוראה, ענו על יחידות הלימוד והכינו פרויקט סיום.
כלי המחקר כללו: קבוצת מיקוד של מומחי STEM, שאלוני מיני-יחידות הלימוד, פרויקט סיום ורפלקציות. כמו כן, פותחו ותוקפו מחוונים למידול קונספטואלי ולאוריינות. מצאנו הבדל מובהק בציוני החשיבה המערכתית והמידול בין משתתפים בעלי ניסיון במידול לבין משתתפים חסרי ניסיון כזה. לתפיסת המשתתפים, למידה בהקשר של ייצור מזון וקיימות תרמה לפיתוח כישורי המידול והחשיבה המערכתית שלהם. תרומת המחקר היא בשילוב בין יצור מזון ומידול קונספטואלי לצורך פיתוח כישורי חשיבה מערכתית, מידול והבנה מדעית של תהליכי מזון וקיימות בקרב מורי STEM.

Abstract

Modeling and systems thinking skills, as well as scientific understanding, are necessary for comprehending complex, food-related processes. The aim of this research was to evaluate the effect of food-related learning units on graduate students’ systems thinking and modeling skills, as well as on their understanding of science, technology, engineering, and mathematics…show more Modeling and systems thinking skills, as well as scientific understanding, are necessary for comprehending complex, food-related processes. The aim of this research was to evaluate the effect of food-related learning units on graduate students’ systems thinking and modeling skills, as well as on their understanding of science, technology, engineering, and mathematics (STEM) issues. In this research, six STEM experts constructed a conceptual model of the codfish tracking process using Object-Process Methodology. Next, 15 STEM graduate students, who are prospective teachers, participated in a graduate course, which includes four online units on food production processes based on their respective models. Research tools included an expert focus group, student assignments, and questionnaires. Modeling and scientific understanding rubrics were adapted and validated for analysis of the assignments. We found a significant difference in the scores of systems thinking and modeling skills between students with modeling background and those without. Based of students’ feedback along the course, learning in context of food and sustainability also contributed to developing these skills. The contribution is the combination of food production and conceptual models for developing STEM teachers’ systems thinking and modeling skills, and their scientific understanding of food processes and sustainability issues. View Full-Textshow less

Open access
19 Oct 2020 • Journal Article • Science Communication

Public Engagement With Science Among Religious Minorities: Lessons From COVID-19

Lea Taragin-Zeller , Yael Rozenblum , Ayelet Baram-Tsabari

Abstract

While scholars have highlighted how science communication reifies forms of structural inequality, especially race and gender, we examine the challenges science communication pose for religious minorities. Drawing on the disproportionate magnitude of COVID-19-related morbidity on Israel’s Ultra-Orthodox Jews, we examined their processes of COVID-19 health decision making…show more While scholars have highlighted how science communication reifies forms of structural inequality, especially race and gender, we examine the challenges science communication pose for religious minorities. Drawing on the disproportionate magnitude of COVID-19-related morbidity on Israel’s Ultra-Orthodox Jews, we examined their processes of COVID-19 health decision making. Survey results show that both religious and health-related justifications were common for personal decisions, yet a disparity was found between the ways social distancing guidelines were perceived in the general education context compared with the religious context, signaling the importance for inclusive models of science communication that account for religious sensibilities and state-minority relations.show less

Open access
18 Oct 2020 • Journal Article • Journal of Information Technology Education : Innovations in Practice

Students’ Awareness and Embracement of Soft Skills by Learning and Practicing Teamwork

Noa Ragonis , Orit Hazzan , Gadi Har-Shai

Abstract

Aim/Purpose This paper presents a study about changes in computer science and software engineering students’ perceptions of their soft skills during their progress through the Computer Science Soft Skills course. Background Soft skills are often associated with a person’s social, emotional and cognitive capabilities. Soft skills are increasingly sought out and are well…show more Aim/Purpose This paper presents a study about changes in computer science and software engineering students’ perceptions of their soft skills during their progress through the Computer Science Soft Skills course. Background Soft skills are often associated with a person’s social, emotional and cognitive capabilities. Soft skills are increasingly sought out and are well recognized by employers alongside standard qualifications. Therefore, high importance is attributed to soft skills in computer science and software engineering education. Methodology Content analysis was applied to interpret, categorize and code statements from students’ course assignment answers. Data analysis was performed gradually at the three main stages of the course and by the two students’ study populations. Contribution The paper highlights the variety of (a) soft skills that can be learnt in one course, both on the individual level and on the team level and (b) assignments that can be given to students to increase their awareness and motivation to practice and learn soft skills. Findings Data analysis revealed the following: (a) five individual soft skills categories, with 95 skills, and five team-related soft skills categories, with 52 skills (in total, the students mentioned 147 soft skills); (b) course assignments and particularly team-based activities elicited student awareness of their individual soft skills, both as strengths and weaknesses; (c) students developed their reflection skills, particularly with respect to team-related soft skills; and (d) significant differences exist between the two groups of students in several categories. Recommendations for Practitioners It is important to provide undergraduate students with opportunities to integrate soft skills during their training. Establishing a meaningful learning process, such as project-based learning, enables students to apply and develop soft skills when accompanied by reflective thought processes. Recommendation for Researchers A similar course can be taught and be accompanied by similar analysis of students’ learning outcomes, to examine the influence of local culture on the characteristics of soft skills. Impact on Society Increased awareness of soft skills in scientists and engineers’ undergraduate education. University graduates who will strengthen their variety of soft skills in their academic training process and will be more meaningful employees in the workplace and in society. Future Research Our future research aims (a) to explore additional innovative ways to increase students’ learning processes, awareness and practices in relation to soft skills and (b) to research how students’ soft skills are developed during the entire undergraduate studies both on the individual level and the team level.show less

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9 Oct 2020 • Journal Article • Robotics

The Effect of the FIRST Robotics Program on Its Graduates

Shahaf Rocker Yoel , Daphna Shwartz-Asher , M Schohet , Yehudit Judy Dori

השפעת תוכנית הרובוטיקה FIRST על בוגריה

התוכנית For Inspiration and Recognition of Science and Technology (FIRST) המיועדת לתלמידים בגילאים מגוונים, משלבת למידה מבוססת פרויקטים (PBL) ורובוטיקה. הנחיית התלמידים נעשית על-ידי מנטורים, רובם מהנדסים. מטרת מחקר זה היא לאפיין ולהעריך את השפעתה של תכנית FIRST על בוגריה בנוגע למסוגלות עצמית, כישורים רכים ובחירת קריירה במדע, טכנולוגיה, הנדסה ומתמטיקה (STEM). משתתפי המחקר כללו 297 בוגרי FIRST, שהגיבו לשאלונים וראיונות עם חמישה מהם. ניתוח הנתונים הראה כי תכנית FIRST שיפרה את כישוריהם הרכים של הבוגרים כמו ניהול זמן, כישורי עבודת צוות ומסוגלות עצמית, וכן השפיעה על בחירת קריירה בתחומי ה-STEM. הגורמים העיקריים המשפיעים על בחירת הקריירה של הבוגרים היו חשיפתם לרובוטיקה ולמומחים מהתעשייה. התרומה התיאורטית היא לתיאוריה הקוגניטיבית החברתית (SCT) בהקשר לתכנית FIRST. המחקר שלנו מסביר את בחירת הקריירה של התלמידים באמצעות מתאמים בין שאיפות התלמידים לבחירת קריירה, מסוגלות העצמית, כישוריהם הרכים והבחירה בפועל. התרומה המעשית טמונה בהבנה טובה יותר של תוכניות רובוטיקה והרחבת כוח העבודה בתחומי ה-STEM.

Abstract

The program For Inspiration and Recognition of Science and Technology (FIRST) for young students incorporates project-based learning (PBL) with designing and building wireless-controlled robots. The students are guided by experts, mostly engineers. The FIRST organization determines the theme of the robot annual competition. The goal of this research is to characterize…show more The program For Inspiration and Recognition of Science and Technology (FIRST) for young students incorporates project-based learning (PBL) with designing and building wireless-controlled robots. The students are guided by experts, mostly engineers. The FIRST organization determines the theme of the robot annual competition. The goal of this research is to characterize and evaluate the effect of the FIRST program on graduates’ self-efficacy, interpersonal skills, and career choices in science, technology, engineering, and mathematics (STEM). The research participants included 297 FIRST graduates, mostly high schoolers, who responded to questionnaires, and five of them were interviewed. Analysis of the data showed that the FIRST program improved graduates’ interpersonal skills such as time management, teamwork skills, and self-efficacy, as well as had an impact on the graduates’ STEM career choices. The main factors impacting the graduates’ career choice was their exposure to robotics and to experts from the industry. The theoretical contribution is to the social cognitive theory (SCT) in the context of the FIRST program. Our study explains students’ career choice through correlations among students’ aspirations for choosing a career, their self-efficacy, their interpersonal skills, and their actual choice. The practical contribution lies in better understanding the robotic PBL program and expanding the STEM work force.show less

Open access
Oct 2020 • Journal Article • International Journal of Engineering Education

Exploring Affordances of Robot Manipulators in an Introductory Engineering Course

Igor M Verner , Dan Cuperman , Sergei Gamer , Alex Polishuk

Abstract

In this paper, we report on our experience to develop a way for exposing industrial engineering (IE) students, already in their first year of studies, to the challenges of industrial robot operation. We implemented a workshop in which students performed spatial manipulation tasks, using a conventional robot Scorbot-ER5 and a modern Baxter. The goal of our study was to…show more In this paper, we report on our experience to develop a way for exposing industrial engineering (IE) students, already in their first year of studies, to the challenges of industrial robot operation. We implemented a workshop in which students performed spatial manipulation tasks, using a conventional robot Scorbot-ER5 and a modern Baxter. The goal of our study was to examine how the students learn through exploration of robot affordances and how the learning impacts their appreciation of the role of robotics in IE, interest in industrial robotics, and spatial awareness. We conducted two case studies: in the first, students operated Scorbot-ER5 in virtual and physical modes, and in the second, students operated both Scorbot-ER5 and Baxter, in the virtual mode. The study focused on students' performances, their difficulties, and responses about of the workshop contribution. Students' success in learning robot affordances was indicated by the improvement in task performance. The spatial difficulties that students faced in exploring affordances of the robots, and the ways by which they coped with the difficulties were identified and categorized. Most of the students self-evaluated that the workshop highly contributed to their spatial awareness and interest in industrial robotics and exposed them to the role of robotics in industrial engineering. These evaluations were significantly higher in the second study, in which students also operated the modern robot Baxter.show less

Open access
Oct 2020 • Journal Article • Neuropsychologia

Children with dyslexia utilize both top-down and bottom-up networks equally in contextual and isolated word reading

Raya Meri , Rola Farah , Tzipi Horowitz-Kraus

Abstract

Introduction Executive functions (EF) include cognitive processes that support learning and reading. Children with dyslexia experience challenges with both reading and reading comprehension. The neurobiological support for EF deficits during reading comprehension, however, has yet to be defined. Here we aimed to identify the neural networks related to EF during a…show more Introduction Executive functions (EF) include cognitive processes that support learning and reading. Children with dyslexia experience challenges with both reading and reading comprehension. The neurobiological support for EF deficits during reading comprehension, however, has yet to be defined. Here we aimed to identify the neural networks related to EF during a reading comprehension task focusing on top-down and bottom-up networks in children with dyslexia and typical readers (TR). Method Twenty children with dyslexia and 19 TR aged 8–12 were scanned during a sentence comprehension (SC) task that included isolated words and sentences that make sense, in addition to undergoing reading and EF behavioral assessment. Functional connectivity within and between four EF networks related to top-down and bottom-up processing were calculated. Results Children with dyslexia scored significantly lower in reading and EF testing in several subdomains compared to TR. Children with dyslexia displayed decreased accuracy in both task conditions compared to TR during the SC task. Neuroimaging data analysis revealed that TR had greater functional connectivity within and between top-down and bottom-up processes, in the sentence vs. isolated word condition, compared to children with dyslexia. Discussion TR demonstrate a reliance on top-down and bottom-up networks only during sentence comprehension. In children with dyslexia, however, this reliance was not found in either of the task conditions, suggesting that both conditions were equally challenging for them. These findings emphasize the involvement of EF networks in the reading comprehension process and highlight their impaired functionality among children with reading difficulties.show less
30 Sep 2020 • Journal Article • IEEE Transactions on Education

Assessing Novelty and Systems Thinking in Conceptual Models of Technological Systems

Rea Lavi , Yehudit Judy Dori , Dov Dori

Abstract

Contribution: The authors present a methodology for assessing both novelty and systems thinking, as expressed in the same conceptual models constructed by graduate engineering students. Background: Companies worldwide seek employees with creativity and systems thinking, since solving design problems requires both skills. Novelty and usefulness are the most commonly…show more Contribution: The authors present a methodology for assessing both novelty and systems thinking, as expressed in the same conceptual models constructed by graduate engineering students. Background: Companies worldwide seek employees with creativity and systems thinking, since solving design problems requires both skills. Novelty and usefulness are the most commonly accepted components of creativity, while systems thinking is the holistic understanding of systems. Research Question: How can novelty and systems thinking be assessed based on conceptual models (of technological systems) constructed by graduate engineering students? Methodology: Six student teams of two to four members each (N =21) constructed solution models based on Object-Process Methodology, a formal methodology and language for model-based systems engineering. The authors assessed these models for novelty and for systems thinking using two existing rubrics based on the construction of system aspects--function, structure, and behavior. Findings: The authors provide indications that both novelty and systems thinking can be assessed based on conceptual models of technological systems.show less
23 Sep 2020 • Journal Article • Science & Education

Guiding Physics Teachers by Following in Galileo’s Footsteps

Maayan Schvartzer , Michael Elazar , Shulamit Kapon

Abstract

Many physics learners take the specific mathematical representations they are using as part of their learning and doing physics for granted. The paper addresses this problem by highlighting two goals. The first is to show how a historical investigation from history of science can be transformed into a concrete lesson plan in physics, in a physics teacher education…show more Many physics learners take the specific mathematical representations they are using as part of their learning and doing physics for granted. The paper addresses this problem by highlighting two goals. The first is to show how a historical investigation from history of science can be transformed into a concrete lesson plan in physics, in a physics teacher education program. The second is to explore the role of mathematical representations in scientific inquiry and discuss the educational affordances of historical case studies in explicating this role in preservice and in-service physics teacher education. The historical artifact that formed the basis of the lesson is a page cataloged as “folio 116v” that contains Galileo’s authentic laboratory notes and calculations written at the time he made his revolutionary discoveries on freely falling objects and projectile motion. To understand and reproduce Galileo’s authentic notes, students must first become explicitly aware that the mathematical tools and representations available in his time were radically different from the tools and representations available to physics learners now. The activity thus sparked discussions and reflections on the meanings and implications of mathematical representations in learning and doing physics.show less

Full text
17 Sep 2020 • Journal Article • Teaching and Teacher Education

The validity and reliability of a tool for measuring educational innovative thinking competencies

Sigal Morad , Noa Ragonis , Miri Barak

Abstract

The study’s purpose was to develop a valid and reliable tool for measuring innovative thinking competencies with reference to education. The tool development was guided by the cognitive, experiential, and sociocultural theories. The validity and reliability of the tool were established using quantitative methods through three main stages: Content validity by inter-rater…show more The study’s purpose was to develop a valid and reliable tool for measuring innovative thinking competencies with reference to education. The tool development was guided by the cognitive, experiential, and sociocultural theories. The validity and reliability of the tool were established using quantitative methods through three main stages: Content validity by inter-rater agreement; Construct validity by principle component analysis and confirmatory factor analysis; Concurrent validity by correlations between scales. The participants were ten educators and 743 preservice teachers from two higher education institutions. The findings produced a tool for measuring educational innovative thinking competencies in the context of teacher education.show less

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14 Sep 2020 • Journal Article • Communicating Science: A Global Perspective

Israel: Developed Science, developing Science Communication

Ayelet Baram-Tsabari , Daniela Orr , Avital Baer , Erez S Garty , Yaela Naomi Golumbic , Maya Halevy , Eitan Krein , Adi Levi , Noam Leviatan , Neta Lipman , Ronen Mir , Ettay Nevo

ישראל: מדע מפותח, תקשורת מדע מתפתחת

פרק זה הינו חלק מהספר "מתקשרים מדע - זוית גלובלית" אשר מציג את ההסטוריה של תקשורת המדע ב-38 מדינות ברחבי העולם. הפרק סוקר את תחום תקשורת המדע בישראל מראשיתה ועד היום ומציג נקודות ציון חשובות בהסטוריה של התחום. הסקירה כוללת פירוט של מאמצים להפצת ידע מדעי באמצאות כלי התקשורת ורשתות חברתיות, פעילויות למעורבות הציבור במדע ויוזמות להשתתפות הציבור במדע. כמו כן, הפרק כולל סקירה של המחקר וההוראה של תחום תקשורת המדע בישראל.

Abstract

Israel is a relatively young, small country, with highly developed innovative science and high-tech sectors (Getz, Buchnik and Zatcovetsky, 2020). The Israeli public takes great pride in Israeli science, technology and innovation and is convinced of their importance for national security, prosperity and quality of life (Yaar and Alkalai, 2010). In contrast to the public…show more Israel is a relatively young, small country, with highly developed innovative science and high-tech sectors (Getz, Buchnik and Zatcovetsky, 2020). The Israeli public takes great pride in Israeli science, technology and innovation and is convinced of their importance for national security, prosperity and quality of life (Yaar and Alkalai, 2010). In contrast to the public interest, trust and positive attitude towards science (Israeli Ministry of Science, 2018), the science communication landscape is far from ideal: the Israeli media are rather reserved towards science stories (Barel et al., 2015), infrastructure is slim and based on a few committed individuals, norms within academia do not necessarily support engagement with the public, a culture of public involvement in science-related policymaking is lacking, and government interest in science communication is faint at best. Indeed, a pan-European comparison classified Israel in 2012 as possessing a ‘fragile’ science communication culture, with weak infrastructure and a lack of science journalists (Mejlgaard et al., 2012).show less

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14 Sep 2020 • Journal Article • Public Understanding of Science

Book Review: John L Rudolph, How We Teach Science: What’s Changed, and Why It Matters

Ayelet Baram-Tsabari

Abstract

‘Public perceptions of the intricacies of scientific process are central to determining where the legitimate exercise of expert judgment leaves off and the rightful expression of public preferences regarding science research policy begins’ (p. 7–8), writes John Rudolph in this important work. He tackles why scientists are so invested in the school teaching of science…show more ‘Public perceptions of the intricacies of scientific process are central to determining where the legitimate exercise of expert judgment leaves off and the rightful expression of public preferences regarding science research policy begins’ (p. 7–8), writes John Rudolph in this important work. He tackles why scientists are so invested in the school teaching of science processes – how scientists come to know, rather than what is known. The general public tends to have little exposure to how science works after leaving school. Such encounters may happen, however, when the authority or legitimate scope of science are perceived to conflict with other knowledge systems, norms, or claims.show less
4 Sep 2020 • Journal Article • Child Psychiatry & Human Development

Longer Screen Vs. Reading Time is Related to Greater Functional Connections Between the Salience Network and Executive Functions Regions in Children with Reading Difficulties Vs. Typical Readers

Tzipi Horowitz-Kraus , DiFrancesco Mark , Paige Greenwood , Elisha Scott , Jennifer Vannest , John S Hutton , Jon Dudley , Mekibib Altaye , Rola Farah

Abstract

An adverse relationship between screen exposure time and brain functional/structural connectivity was reported in typically developing children, specifically related to neurobiological correlates of reading ability. As children with reading difficulties (RD) suffer from impairments in reading and executive functions (EF), we sought to determine the association between…show more An adverse relationship between screen exposure time and brain functional/structural connectivity was reported in typically developing children, specifically related to neurobiological correlates of reading ability. As children with reading difficulties (RD) suffer from impairments in reading and executive functions (EF), we sought to determine the association between the ratio of screen time duration to reading time duration and functional connectivity of EF networks to the entire brain in children with RD compared to typical readers (TRs) using resting state data. Screen/reading time ratio was related to reduced reading and EF abilities. A larger screen/reading time ratio was correlated with increased functional connectivity between the salience network and frontal-EF regions in children with RD compared to TRs. We suggest that whereas greater screen/reading time ratio is related to excessive stimulation of the visual processing system in TRs, it may be related to decreased efficiency of the cognitive control system in RDs.show less
2 Sep 2020 • Journal Article • Eurasia Journal of mathematics, Science and Technology Education

Transition into Teaching: Second Career Teachers' Professional Identity

Gabriella Shwartz , Yehudit Judy Dori

Abstract

Using the identity lens as a theoretical framework, we studied 42 novice second career chemistry teachers, who had previously worked as chemists and participated in an alternative certification program (ACP) at a science and engineering research university. Our goal was to understand the transition process of these teachers into the teaching profession as they shape…show more Using the identity lens as a theoretical framework, we studied 42 novice second career chemistry teachers, who had previously worked as chemists and participated in an alternative certification program (ACP) at a science and engineering research university. Our goal was to understand the transition process of these teachers into the teaching profession as they shape their identity and navigate through the contexts of the preparation program and the school system. Results showed that the career changers attributed their identity development to a variety of program identity resources, which shape one’s identity: coursework, field experiences, and social contexts. We saw that the transition to the teaching profession was mainly due to their desire to contribute to society. Investigating three case studies, we learned that through the active participation, one’s vision of the particular kind of teacher one aspires to be has developed within the unique learning environment created in the program.show less

Open access
2 Sep 2020 • Journal Article • The Physics Teacher

Physics in Chavruta - A Model for Supporting Early Career Teachers

Shulamit Kapon , Alina Colton

Abstract

We present a model of an induction program that supports early career physics teachers as well as experienced teachers who face new challenges in their teaching of physics. The model involves personal mentorship embedded in a teachers’ professional community of practice led by senior physics teachers and supported by a physics education research group. The program is…show more We present a model of an induction program that supports early career physics teachers as well as experienced teachers who face new challenges in their teaching of physics. The model involves personal mentorship embedded in a teachers’ professional community of practice led by senior physics teachers and supported by a physics education research group. The program is entering its third year. We discuss the structure of the program and the function of its components and use excerpts from written reflections by community members (novice and senior physics teachers, mentors and mentees), artifacts that were generated by and shared in the community, agendas for the monthly community meetings, and ongoing working documents to illustrate our claims.show less
1 Sep 2020 • Journal Article • Green Schools Globally

Green schools in Israel: Multiple rationales and multiple action plans

Tali Tal

Abstract

Green schools in Israel are recognized as such by the Ministry of Environmental Protection (MEP) according to a list of criteria related to the management of the school – e.g., reducing material consumption, recycling, energy efficiency, and to its environmental education (EE) curriculum. However, these requirements do not necessarily mean that a school will be viewed…show more Green schools in Israel are recognized as such by the Ministry of Environmental Protection (MEP) according to a list of criteria related to the management of the school – e.g., reducing material consumption, recycling, energy efficiency, and to its environmental education (EE) curriculum. However, these requirements do not necessarily mean that a school will be viewed as a “Green School” by a random visitor. Some of the schools run an extensive school-based EE curriculum, and act accordingly. Others are satisfied with the Green Certificate, and since further or continuous evaluation is rare, those school continue to the “next agenda item” and the “Green” remains mainly on the surface. In this chapter, I will discuss this duality, the ways NGOs and the MEP contribute to both deep and shallow approaches, and I will present one case study of an exemplary green school.show less
25 Aug 2020 • Book Chapter • Nature of Science in Science Instruction

Learning Aspects of Nature of Science Through Authentic Research Experiences

Elizabeth Edmondson , Stephen R Burgin , Dina Tsybulsky , Jennifer L Maeng

Abstract

Authentic opportunities have the potential to support development of learners’ understanding of how scientists do their work. This chapter examines authentic classroom investigations, the use of modified primary literature, visits to authentic research labs, and research apprenticeships as models for this development. Strategies to help teachers at all levels implement…show more Authentic opportunities have the potential to support development of learners’ understanding of how scientists do their work. This chapter examines authentic classroom investigations, the use of modified primary literature, visits to authentic research labs, and research apprenticeships as models for this development. Strategies to help teachers at all levels implement these models and solutions to mitigate potential challenges are addressed.show less

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20 Aug 2020 • Journal Article • Public Understanding of Science

Jargon use in Public Understanding of Science papers over three decades

Ayelet Baram-Tsabari , Orli Wolfson , Roy Yosef , Noam Chapnik , Adi Brill , Elad Segev

שימוש בז'רגון בעיתון “Public Unserstanding of Science” על פני שלושה עשורים

“Public Unserstanding of Science” (בתרגום לעברית: "הבנת הציבור את המדע") הוא עיתון מדעי בין-תחומי המשרת את קהילת תקשורת המדע – הן את החוקרים והן את העוסקים בתחום.
מאמר זה סוקר ניתוח של קריאות (readability) וז'רגון של מאמרים שפורסמו בעיתון זה, במשך שלושת עשורי קיומו. מטרתנו לבדוק מגמות ושינויים בנגישות המאמרים לקהלים מגוונים. בדקנו את הנגישות של מאמרים שפורסמו ב- “Public Unserstanding of Science” בשנים 1999/2000 (סה"כ 47 מאמרים), 2009 (49 מאמרים) ו-2019 (65 מאמרים). הנגישות נבדקה על ידי מדדי קריאות (readability) ושימוש בז'רגון. הקריאות ירדה והשימוש בז'רגון עלה בהשוואה בין השנים 1999/2000 ובין שני העשורים הבאים. תוצאות אלו נצפו במאמרים ניסויים כמו גם לא ניסויים, ובכל חלקי המאמר כולל התקצירים. ניתוח מילים נדירות הראה ממצא נוסף. רוב המילים הנדירות שהופיעו במאמרים אינן חלק ממאגר מילים אקדמי כללי, וגם לא מז'רגון אופייני לתחום. נמצא כי רוב המילים הנדירות, הופיעו במאמר אחד בלבד.
השפה של “Public Unserstanding of Science” הפכה להיות פחות יומיומית. הדבר לא אומר שהשפה אינה מובנת לקהילת החוקרים הקוראים אותו, אולם יתכן שההשלכות משמעותיות יותר עבור קהלים כגון מתקשרי מדע בתחילת דרכם.

Abstract

Public Understanding of Science is an interdisciplinary journal serving the scholarly community and practitioners. This article reports an analysis of the readability and jargon in articles published in Public Understanding of Science throughout its almost three decades of existence to examine trends in accessibility to diverse audiences. The accessibility of Public…show more Public Understanding of Science is an interdisciplinary journal serving the scholarly community and practitioners. This article reports an analysis of the readability and jargon in articles published in Public Understanding of Science throughout its almost three decades of existence to examine trends in accessibility to diverse audiences. The accessibility of Public Understanding of Science articles published in 1999/2000 (47), 2009 (49) and 2019 (65) was assessed in terms of readability and use of jargon. Readability decreased and use of jargon increased between 1999 and 2000 and the two following decades for empirical and non-empirical papers, and all parts including the abstracts. An analysis of rare words shows that most are not part of the general academic vocabulary or disciplinary jargon, but rather words that appeared only in one article. Public Understanding of Science has moved away from everyday language. This does not mean it is incomprehensible to its scholarly readership, but may have consequences to other audiences such as practitioners.show less

Open access
16 Aug 2020 • Journal Article • Journal of Research in Science Teaching

Forms of participation in an engineering maker-based inquiry in physics

Shulamit Kapon , Maayan Schvartzer , Tal Peer

Abstract

This article discusses a case study of a pair of students mentored by a physics teacher as they engaged in a long‐term (15 months) engineering maker‐based inquiry (EMBI), a mandatory part of these students' formal learning of physics at the advanced high school level. We conceptualize the students' engagement as participating in a particular figured world, which is…show more This article discusses a case study of a pair of students mentored by a physics teacher as they engaged in a long‐term (15 months) engineering maker‐based inquiry (EMBI), a mandatory part of these students' formal learning of physics at the advanced high school level. We conceptualize the students' engagement as participating in a particular figured world, which is distinct from the figured world of authentic scientific inquiry. Using fine‐grained discourse analysis of mentor–mentee interactions in authentic working sessions, complemented by interviews and other ethnographic accounts, we: (a) characterize this figured world; (b) identify central legitimate forms of participation that were enacted by the students and influenced their learning; (c) articulate how these forms of participation were socially communicated, constructed, and enforced over time in the interaction between the two students and the educational staff; and (d) examine how these forms of participation facilitated (or impaired) the learning of content and practices of the related physics. Two legitimate forms of participation, which contributed extensively to the EMBI's goal of creating a working artifact, are discussed in detail. The analysis articulates the social construction of these forms of participation and shows that (a) participating as an engineer facilitated many foundational aspects of learning of physics, (b) participating as a technician fostered a sense of agency and efficacy with regard to physics in a student who did not find ways to express himself in the regular physics classroom; however, it did not facilitate the learning of scientific content and practices. The implications for the instruction of physics in school, particularly given recent calls for integrated STEM education and Making in education, are discussed.show less

Open access
12 Aug 2020 • Conference Paper • Proceedings of the Seventh ACM Conference on Learning@ Scale

Artificial Intelligence for Video-based Learning at Scale

Kyoungwon Seo , Sidney Fels , Dongwook Yoon , Ido Roll , Samuel Dodson , Matthew Fong

Abstract

Video-based learning (VBL) is widespread; however, there are numerous challenges when teaching and learning with video. For instructors, creating effective instructional videos takes considerable time and effort. For students, watching videos can be a passive learning activity. Artificial intelligence (AI) has the potential to improve the VBL experience for students…show more Video-based learning (VBL) is widespread; however, there are numerous challenges when teaching and learning with video. For instructors, creating effective instructional videos takes considerable time and effort. For students, watching videos can be a passive learning activity. Artificial intelligence (AI) has the potential to improve the VBL experience for students and teachers. This half-day workshop will bring together multi-disciplinary researchers and practitioners to collaboratively envision the future of VBL enhanced by AI. This workshop will be comprised of a group discussion followed by a presentation session. The goal of the workshop is to facilitate the cross-pollination of design ideas and critical assessments of AI approaches to VBL.show less
11 Aug 2020 • Book Chapter • Chemistry Education for a Sustainable Society Volume 1: High School, Outreach, & Global Perspectives

A Holistic Approach to Incorporating Sustainability into Chemistry Education in Israel

Yael Shwartz , Emil Eidin , Debora Marchak , Miri Kesner , Neta Avraham Green , Eldad Marom , David Cahen , Avi Hofstein , Yehudit Judy Dori

Abstract

Incorporating sustainability into chemistry education in Israel has been an ongoing endeavor for the last 25 years. In this chapter we introduce development, implementation, and research of six different educational initiatives: (1) Incorporating Industrial Chemistry into the teaching and learning of high school chemistry curriculum; (2) National Projects competition:…show more Incorporating sustainability into chemistry education in Israel has been an ongoing endeavor for the last 25 years. In this chapter we introduce development, implementation, and research of six different educational initiatives: (1) Incorporating Industrial Chemistry into the teaching and learning of high school chemistry curriculum; (2) National Projects competition: "We have Chemistry: Chemistry, Industry, and the Environment in the Eyes of the Individual and Society"; (3) Promoting higher-order thinking skills using context-based Green Chemistry; (4) Professional Development for teachers: Focusing on sustainability: Materials for Energy (5) Professional Development for teachers: Supporting teachers in teaching socio-scientific issues, and finally; (6) Sustainable Chemistry for tertiary education: Research-based design of an interdisciplinary environmental science course. These initiatives span all levels of chemistry education, and hold a mutual design model, which will be discussed hereby.show less
6 Aug 2020 • Book

Guide to teaching computer science - An Activity-Based Approach

Orit Hazzan , Tami Lapidot , Noa Ragonis

Abstract

This concise yet thorough textbook presents an active-learning model for the teaching of computer science. Offering both a conceptual framework and detailed implementation guidelines, the work is designed to support a Methods of Teaching Computer Science (MTCS) course, but may be applied to the teaching of any area of computer science at any level, from elementary school…show more This concise yet thorough textbook presents an active-learning model for the teaching of computer science. Offering both a conceptual framework and detailed implementation guidelines, the work is designed to support a Methods of Teaching Computer Science (MTCS) course, but may be applied to the teaching of any area of computer science at any level, from elementary school to university. This text is not limited to any specific curriculum or programming language, but instead suggests various options for lesson and syllabus organization. Fully updated and revised, the third edition features more than 40 new activities, bringing the total to more than 150, together with new chapters on computational thinking, data science, and soft concepts and soft skills. This edition also introduces new conceptual frameworks for teaching such as the MERge model, and new formats for the professional development of computer science educators.show less
6 Aug 2020 • Book Chapter • Guide to Teaching Computer Science

Computational Thinking

Orit Hazzan , Noa Ragonis , Tami Lapidot , Rinat B Rosenberg-Kima

Abstract

This chapter focuses on computational thinking, recognized as one of the central twenty-first century skills. Computer science teachers should be familiar with computational thinking to build their own conception of its essence and central ideas for two main reasons: First, computational thinking is connected to computerized processes (but not only); second, computer…show more This chapter focuses on computational thinking, recognized as one of the central twenty-first century skills. Computer science teachers should be familiar with computational thinking to build their own conception of its essence and central ideas for two main reasons: First, computational thinking is connected to computerized processes (but not only); second, computer science teachers have a special role in the implementation of computational thinking in educational systems and in the promotion of its conceptualization. This chapter presents several common educational approaches to computational thinking, analysis of the relationships between computer science and computational thinking, recommended pedagogical principles for implementation in the MTCS course, and activities to be facilitated in the MTCS course and in computer science teachers’ professional development programs.show less
Aug 2020 • Report • The University of British Columbia

The SoTL Seed Program (2014-2020)

Adriana Briseno , Trish Varao-Sousa , Bruce Moghtader , Paulina Semenec , Ido Roll

Abstract

The Institute for the Scholarship of Teaching and Learning (ISoTL) and the Centre for Teaching, Learning and Technology (CTLT) are home to the SoTL Seed program. In this report, we describe the program goals and strategies, provide an overview of its evolution since its inception in 2014, and offer an overview of its internal operations. In 2019, a formal program…show more The Institute for the Scholarship of Teaching and Learning (ISoTL) and the Centre for Teaching, Learning and Technology (CTLT) are home to the SoTL Seed program. In this report, we describe the program goals and strategies, provide an overview of its evolution since its inception in 2014, and offer an overview of its internal operations. In 2019, a formal program evaluation initiative was launched to assess the extent to which the intended program goals have been met after six years of operation. Data sources include time tracking files, formative feedback from project leads, project closure reports, interviews with project leads, focus groups with SoTL Specialists, and our own experiences managing the program. Evidence indicates that the main program goals are being achieved to varied degrees of success, while also highlights areas of future improvement and growth.show less

Open access
10 Jul 2020 • Journal Article • Frontiers in Education

Self-Reported Reasons for Participating in Pro-environmental Citizen Science Activities: A Case Study of Butterfly Monitoring in Israel

Dina Tsybulsky

הסיבות להשתתפות בפעילות פרו-סביבתית בהקשר של מדע אזרחי: חקר מקרה של ניטור פרפרים בישראל

המחקר הנוכחי בוחן את המאפיינים של מתנדבים שמשתתפים במדע האזרחי ואת הסיבות המובילות אותם להשתתף בפעילויות הקשורות לשימור טבע, ובפרט בניטור פרפרים. המחקר נערך בגישה של חקר מקרה וכלל שיטות איכותניות וכמותיות לאיסוף וניתוח הנתונים. ממצאי המחקר מצביעים על מערכת מורכבת של הסיבות, לרוב פנימיות, המשקפות את רצונם של המשתתפים לתרום לחברה, להיפגש עם אנשים אחרים ולהגדיל את טווח הידע שלהם בנושא. יתרה מזאת, הממצאים מראים כי שישנם מאפיינים משותפים של מתנדבי במדעי אזרחי, שכללו התבגרות בסביבה כפרית ומפגש עם דמויות ו/או אירועים משמעותיים שהובילו לאהבתם לטבע, לתחושת המחויבות החזקה שלהם למען הטבע, ורצונם לנקוט בצעדים פעילים לשימורו. אחת ההשלכות המרכזיות של המחקר הזה הינו החשיבות של שילוב של פעילויות פרו-סביבתיות במערכת החינוך.

Abstract

The current study examines the common characteristics of citizen science volunteers and the factors that lead them to participate in pro-environmental conservation-related activities, specifically in monitoring butterflies. The research was conducted as a case study and involved the use of qualitative and quantitative methods for gathering and analyzing the data. Findings…show more The current study examines the common characteristics of citizen science volunteers and the factors that lead them to participate in pro-environmental conservation-related activities, specifically in monitoring butterflies. The research was conducted as a case study and involved the use of qualitative and quantitative methods for gathering and analyzing the data. Findings indicate a complex system of factors, mostly internal, reflecting participants' desire to contribute to society, meet with other people, and increase their range of knowledge on the topic. Furthermore, findings indicated that there are shared characteristics among the profiles of citizen science volunteers, which included growing up in a rural setting and encountering significant figures and/or events that led to their love of nature, their strong and deep sense of commitment and concern for nature, and their desire to take active steps to preserve it.show less

Open access
6 Jul 2020 • Conference Paper • The 12th Annual International Conference on Education and New Learning Technologies (EDULEARN20)

Situated Escape Games: Facilitating Knowledge and awareness about Healthy Nutrition

Tal Yachin , Miri Barak

Abstract

Escape games are a new trend in game-based learning, which provides people with the opportunity to learn about science in an informal environment. Escape games are situated in settings that instigate interactions between the players and between them and the learning environment, and therefore correspond with the situated learning paradigm. As escape games are a relatively…show more Escape games are a new trend in game-based learning, which provides people with the opportunity to learn about science in an informal environment. Escape games are situated in settings that instigate interactions between the players and between them and the learning environment, and therefore correspond with the situated learning paradigm. As escape games are a relatively new trend, research on their design, implementation, and educational value is still in its initial stages. Hence, the current study aimed to develop a model for the design of educational escape games (EduEGs), and to examine its role in facilitating learning among the general populations.show less
1 Jul 2020 • Journal Article • Educational Studies in Mathematics

Adapting a professional development program for cognitively demanding instruction across shifting contexts

Einat Heyd-Metzuyanim , Talli Nachlieli , Merav Weingarden , Rinat Baor

Abstract

This study explored what was entailed in implementing a professional development (PD) designed in the United States (US) to a different, Israeli, context. To achieve this goal, the first step was empirically examining the effectiveness of such a PD using quantitative methods. We then examined which adaptations were made in the imported PD and at what level. Our study…show more This study explored what was entailed in implementing a professional development (PD) designed in the United States (US) to a different, Israeli, context. To achieve this goal, the first step was empirically examining the effectiveness of such a PD using quantitative methods. We then examined which adaptations were made in the imported PD and at what level. Our study is based on data obtained from the Israeli TEAMS (Teaching Exploratively for All Mathematics Students) PD, which “imported” a US-based program based on “The Five Practices for Orchestrating Productive Discussions” and “Accountable Talk.” We build on studies of cultural adaptations of interventions which provide a framework whereby adaptations to a model can be made along three levels: philosophical, propositional, and procedural. To assess the effectiveness of the PD, we analyzed 211 recorded lessons. Individual growth curve analysis indicated significant growth in five parameters: intellectual authority, classroom discourse, exposure of student thinking, task enactment, and consolidation. These findings show that the PD was effective in importing several core practices which were relatively well defined. We use these quantitative findings, coupled with additional data obtained from the planning and execution of the PD, as a case to study the process of adapting an educational intervention to a new context. This analysis shows that our adaptations were mostly done at the procedural level. However, the quantitative results point to the possible necessity of also changing the propositional model of what intervention can work in a new context.show less
25 Jun 2020 • Conference Paper • 2020 IEEE Global Engineering Education Conference (EDUCON)

Interdisciplinary Education - The Case of Biomedical Signal Processing

Koby Mike , Shira Nemirovsky-Rotman , Orit Hazzan

Abstract

Interdisciplinary perspective on real-life problems is an important skill for 21st century engineers and should be a part of their education. Project-based learning (PBL) is a well-known pedagogical tool for interdisciplinary education. In order to successfully accomplish interdisciplinary learning, students must have sufficient knowledge in each of the separate…show more Interdisciplinary perspective on real-life problems is an important skill for 21st century engineers and should be a part of their education. Project-based learning (PBL) is a well-known pedagogical tool for interdisciplinary education. In order to successfully accomplish interdisciplinary learning, students must have sufficient knowledge in each of the separate disciplines. Use of cross-disciplinary teams, for example, is one way to make sure a project team includes specialists in all required disciplines. This, however, is not always the case. In many cases, there are significant knowledge gaps within the project team in one or more of the project domains. Specifically, in our case, fourth-year electrical engineering students are working in pairs on biomedical signal processing projects, which are evidently interdisciplinary in nature. The teams, however, are homogeneous and the students lack the essential medical expertise required to achieve solutions applicable by physicians. Furthermore, students tend to acknowledge this gap only in the advanced phases of the project, and so critical phases, such as goal setting and planning, are performed without the required knowledge. In this article, we present (a) data that supports the existence of this knowledge gap and its effect on students; (b) an intervention program that exposes students to both the required domain knowledge and its importance to their work; and (c) initial data that supports the success of this intervention program in bridging these gaps.show less
25 Jun 2020 • Conference Paper • 2020 IEEE Global Engineering Education Conference (EDUCON)

Fostering students’ analytical thinking and applied mathematical skills through 3D design and printing

Laura Levin , Igor M Verner

Abstract

The new standards for school mathematics and science education refer to analytical thinking (AT) as the target skill necessary to logically and systematically solve complex problems by their decomposition. The standards also point to the applied mathematical skills (AMS) needed to understand ill-defined problems, collect and quantify relevant data, and construct and…show more The new standards for school mathematics and science education refer to analytical thinking (AT) as the target skill necessary to logically and systematically solve complex problems by their decomposition. The standards also point to the applied mathematical skills (AMS) needed to understand ill-defined problems, collect and quantify relevant data, and construct and inquire mathematical models. This study explores the integration of learning activities in digital design and 3D printing as a strategy to foster analytical thinking and applied mathematical skills among middle school students and prospective teachers. The study involved 32 seventh grade students and five prospective teachers of technology. Both groups learned a 10-hour workshop, "Make a spinning-top." The participants designed spinning-tops that can fit into a Kinder Surprise egg and analyzed their geometric and mechanical properties. We evaluated students' worksheets, designed artifacts, and discussions. The results indicated that the assignment prompted the participants to apply AT and AMS. School students designed complex 3D models and analyzed their properties, using geometry concepts and theorems, and verified their designs through 3D printing. The worksheet was an effective tool to frame and guide the school students to think about specific problems in the design task and create and test mathematical models. For the prospective teachers, the workshop accompanied by lectures on the methodology of experiential learning was the way to acquire pedagogical content knowledge in the subject.show less
22 Jun 2020 • Journal Article • Journal of Research on Technology in Education

Digital curation for promoting personalized learning: A study of secondary-school science students’ learning experiences

Dina Tsybulsky

אוצרות דיגיטלית כמקדמת למידה מותאמת אישית

אוֹצְרוּת דיגיטלית היא תהליך יצירה, ניהול ושימוש של חומרים דיגיטליים. פריטי תוכן דיגיטליים בתחום מסויים נאספים לכדי אוסף דיגיטלי. האוצרות הדיגיטלית כפעולה לימודית מתייחסת ליצירת אוספים דיגיטליים שמשמשים לצרכי הוראה, למידה ופיתוח סביבות למידה. המאמר מציג מחקר שבדק את הדרכים בהם אוֹצְרוּת דיגיטלית כפעולה לימודית מקדמת את למידה מותאמת אישית, ואת חוויות הלמידה של התלמידים בתהליך זה. המחקר נערך במסגרת חינוך מדעי על-יסודי. התלמידים השתתפו במשך שלושה חודשים בפרויקט שכלל תהליך אוצרות של אוסף דיגיטלי אישי בנושא מדעי. איסוף וניתוח הנתונים נעשה באמצעות גישה איכותנית-פנומנולוגית. הממצאים הראו שתהליך האוצרות הדיגיטלית כפעולה לימודית תומכת בלמידה מותאמת אישית של לומדים: בחירת נושא האוסף על פי עניין אישי ו/או רלוונטיות, בחירת מקורות המידע וסוג הפריטים שיתווספו לאוסף על פי רמת הידע האישית, דרכי הלמידה וצרכיו של הלומד ועוד. בנוסף, נמצא כי אוצרות דיגיטלית מספקת חוויות למידה אישיות, רגשיות וקוגניטיביות, המאפשרות ללומד להבנות אונטולוגית תוכן אישית.

Abstract

The article presents a research study that examined the ways in which digital curation promotes personalized learning, as well as the students’ experiences of this learning process. The study was conducted in the context of K-12 education. Participants spent three months on a project that included curating a personalized digital collection. The study was conducted using…show more The article presents a research study that examined the ways in which digital curation promotes personalized learning, as well as the students’ experiences of this learning process. The study was conducted in the context of K-12 education. Participants spent three months on a project that included curating a personalized digital collection. The study was conducted using a phenomenological qualitative approach for the collection and processing of data. Findings demonstrate that digital curation provides a productive learning activity that supports significant personalized, emotional, and cognitive learning experiences, enabling the curator to construct a personal subject ontology.show less

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16 Jun 2020 • Journal Article • Brain and Cognition

Parent–child joint reading is related to an increased fixation time on print during storytelling among preschool children

Michal Zivan , Tzipi Horowitz-Kraus

Abstract

Print exposure in early childhood is related to linguistic skills such as oral language, reading comprehension and spelling during school years. A common way of exposing preschool children to print is during joint storytelling. Research has shown that total fixation time on print during storytelling is between 2% and 6% of the total fixation time on the book and is a…show more Print exposure in early childhood is related to linguistic skills such as oral language, reading comprehension and spelling during school years. A common way of exposing preschool children to print is during joint storytelling. Research has shown that total fixation time on print during storytelling is between 2% and 6% of the total fixation time on the book and is a function of the child’s age. What has yet to be determined, however, are differences, if any, in child fixation time on print during parent vs. experimenter joint storytelling. Here, we examined the effect of parent vs. experimenter storytelling–reading on fixation time on print among 4–6-year-old preschoolers. Specifically, we used an eye-tracking device to compare the fixation time percentage on print while the parent vs. an experimenter were reading a story to the child. Preschoolers fixated more on print when their parent was reading a story to them vs. the experimenter. Positive correlations between fixation time on print and linguistic skills and processing speed were found. Results suggest that joint storytelling with a parent promotes print awareness, an important factor in developing literacy and reading skills, and thus further emphasizes the importance of parent–child joint storytelling.show less
11 Jun 2020 • Journal Article • International Journal of Educational Management

Teacher's withdrawal behavior: examining the impact of principals' innovative behavior and climate of organizational learning

Rima'a Da'as , Abeer Watted , Miri Barak

Abstract

The study aims to test an innovative model that explores the direct and indirect relationships between principals' innovative behavior, climate of organizational learning and a teacher's intent to leave his or her school and take a voluntary absence.,Data were collected from a survey of 1,529 teachers from 107 Arab elementary schools randomly selected from the database…show more The study aims to test an innovative model that explores the direct and indirect relationships between principals' innovative behavior, climate of organizational learning and a teacher's intent to leave his or her school and take a voluntary absence.,Data were collected from a survey of 1,529 teachers from 107 Arab elementary schools randomly selected from the database of the Israeli educational system. To test the proposed multilevel model, we conducted multilevel structural equation modeling (ML-SEM).,The analysis confirmed that organizational learning climate is a prominent mediator between principals' innovative behavior and a teacher's intent to leave and his/her voluntary absence.,This research advances our understanding of leaders' innovative construct in an educational context and adds to the body of research directed at identifying administrative support and work-related factors that may negatively relate to a teacher's absenteeism or intent to leave and are amenable to leadership intervention.show less
8 Jun 2020 • Blog Post

Teaching CS undergrads online to work with others effectively

Orit Hazzan

Abstract

The Spring semester of 2020 will be re membered as the Corona semester. After a decade of teaching a classroom course on soft skills at the Technion(described in Hazzan and Har-Shai 1,2), I faced the challenge of teaching it online during the Corona semester (while on sabbatical at the Hebrew University ofJerusalem). At first, I wondered whether teaching soft skills…show more The Spring semester of 2020 will be re membered as the Corona semester. After a decade of teaching a classroom course on soft skills at the Technion(described in Hazzan and Har-Shai 1,2), I faced the challenge of teaching it online during the Corona semester (while on sabbatical at the Hebrew University ofJerusalem). At first, I wondered whether teaching soft skills online is even possible since, unlike theoretical courses, I assumed that close face-to face (F2F) interaction is required in order to practice such skills. Eventually, I realized that teaching this course online has, in fact, some advantages, that this teaching format opens up new opportunities, and that this medium can even foster several soft skills I had not previously considered teaching in the F2F format. This blog demonstrates these advantages by focusing on the use of the breakout rooms option available in Zoom, which I used extensively in the course.show less

Open access
1 Jun 2020 • Journal Article • Science and Engineering Ethics

Novice Researchers' Views About Online Ethics Education and the Instructional Design Components that May Foster Ethical Practice

Miri Barak , Gizell Green

Abstract

The goal of the current study was to examine novice researchers’ views about online ethics education and to identify the instructional design components that may foster ethical practice. Applying the mixed methods approach, data were collected via a survey and semi-structured interviews among M.Sc. and Ph.D. students in science and engineering. The findings point to…show more The goal of the current study was to examine novice researchers’ views about online ethics education and to identify the instructional design components that may foster ethical practice. Applying the mixed methods approach, data were collected via a survey and semi-structured interviews among M.Sc. and Ph.D. students in science and engineering. The findings point to the need for rethinking the way conventional online ethics courses are developed and delivered; encouraging students to build confidence in learning from distance, engaging them in online active and interactive experiences, and providing them with personalized support and adaptive guidance. The novice researchers identified the synergistic integration of collaborative, case-based, and contextual learning, as the instructional design components that may foster not only ethical knowledge but also ethical practice in a fully online course.show less
Jun 2020 • Book Chapter • Teaching, Technology, and Teacher Education during the COVID-19 Pandemic: Stories from the Field

Teaching Online Teaching: Using the Task-Centered Instructional Design Strategy for Online Computer Science Teachers’ Preparation

Rinat B Rosenberg-Kima , Koby Mike

Abstract

Due to its rapid changing nature, the field of Computer Science requires learners to develop self-directed online learning skills, and teachers to develop online teaching skills. In this paper, we describe the instructional approach we used in the Methods of Teaching Computer Science (MTCS) course, in which we utilized t he task-centered instructional strategy within…show more Due to its rapid changing nature, the field of Computer Science requires learners to develop self-directed online learning skills, and teachers to develop online teaching skills. In this paper, we describe the instructional approach we used in the Methods of Teaching Computer Science (MTCS) course, in which we utilized t he task-centered instructional strategy within a blended learning course format for preparing preservice computer science teachers for online teaching. As COVID-19 forced all teachers in the world to go online, we believe that our method can be used for teaching online teaching in wider preservice teachers’ programs and in-service professional development.show less

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30 May 2020 • Journal Article • International Journal of Environmental and Science Education

Science literacy in action: understanding scientific data presented in a citizen science platform by non-expert adults

Yaela Naomi Golumbic , Barak Fishbain , Ayelet Baram-Tsabari

אורינות מדעית בפעולה: הבנת נתונים מדעיים המוצגים בפלטפורמת מדע אזרחי על ידי מבוגרים שאינם מומחים

מדע אזרחי משנה את האופן בו נוצר ידע מדעי, ובו אזרחים משתתפים במחקר מדעי פעיל ומאגרי נתונים מדעיים נפתחים לגישה ציבורית. עם זאת, זמינות הנתונים אינה מבטיחה שימוש ציבורי או את הרלוונטיות של משאבים אלה. מאמר זה עוסק בדרכים בהן מבוגרים שאינם מומחים המעורבים ביוזמת מדע אזרחי, תופסים, מבינים ומשתמשים במידע מדעי. המשתתפים השיבו לשאלון מקוון המציג נתוני איכות אוויר מפלטפורמת המדע האזרחי "חשים את האוויר" ולאחריה סדרה של שאלות פרשנות. התוצאות מדגימות כי 70% מהמשתתפים הצליחו לפרש את הנתונים השונים. לא נמצאו הבדלים בין מין, גיל או רמת השכלה. עם זאת, משיבים עם השכלה מדעית גבוהה השיגו ציונים גבוהים יותר בממוצע. בקרב המשתמשים שהתנסו בעבר בפרויקט, הציונים הכלליים היו גבוהים יותר, וההבדלים על סמך ההשכלה המדעית של המשיבים היו פחותים. ממצאים אלו עשויים להצביע שעל אף החשיבות של חינוך מדעי בהבניית מיומנויות של פרשנות נתונים, זו אינה הדרך היחידה לרכוש מיומנויות אלה. מחקר זה מדגיש את יכולתם של אנשים שאינם מומחים להבין וליישם נתונים מדעיים במצבי יומיומיים ואת הפוטנציאל של מדע אזרחי לפתח כישורים מדעיים, מיומנויות והבנה מדעית - לקידום הדדי של שני התחומים.

Abstract

Citizen science is transforming the ways scientific knowledge is created, in that citizens participate in active scientific research, and large scientific databases can be accessed online. However, data availability does not guarantee public use or the relevance of these resources. This paper addresses the ways in which non-expert adults involved in a citizen science…show more Citizen science is transforming the ways scientific knowledge is created, in that citizens participate in active scientific research, and large scientific databases can be accessed online. However, data availability does not guarantee public use or the relevance of these resources. This paper addresses the ways in which non-expert adults involved in a citizen science initiative, perceive, understand and use its scientific information. Participants responded to an online questionnaire presenting air quality data from ‘Sensing the Air’ citizen science platform, followed by interpretation questions (n=123). The results showed that 70% of participants were able to interpret the data presented in various visual representations. No differences were found between gender, age or education level. However, respondents with tertiary scientific education obtained higher average scores. Among users who had previous experience with the project, overall scores were higher, and differences based on respondents scientific education were fewer. This may suggest that while scientific education is important in providing skills for data interpretation, it is not the only way to acquire these skills. This study highlights the ability of non-experts to understand and apply scientific data in daily situations and the potential of citizen science to develop scientific skills, competencies and public understanding of science.show less
25 May 2020 • Journal Article • International Journal of Science and Mathematics Education

Integration of Arab Female Students at a Technological University—Narratives of Identity in Figured Worlds

Soryna Sabbah , Einat Heyd-Metzuyanim

Abstract

This study deals with the academic identities of 13 female Arab students upon their entrance to STEM studies in a university in Israel. Female Arab students in a predominantly Jewish Israeli engineering institution face conflicting narratives regarding their ethnicity, gender, and its relation to possible success in university-level studies in general and mathematical…show more This study deals with the academic identities of 13 female Arab students upon their entrance to STEM studies in a university in Israel. Female Arab students in a predominantly Jewish Israeli engineering institution face conflicting narratives regarding their ethnicity, gender, and its relation to possible success in university-level studies in general and mathematical studies in particular. To exemplify this, we focus on two students, Lena and Mira, who both encountered difficulties upon entering the institute, yet of different kinds. While Mira was mostly preoccupied with ethnic and religious conflictual narratives, Lena was occupied with gender-inferiority narratives. We use the concepts of current and designated identities and space of authorship within figured worlds to explain how different conflictual narratives permeated the identities of the two students. At the same time, we relate the findings from the two case studies to the more general findings from the 13 participants of the study.show less
22 May 2020 • Journal Article • Science Education

Can Science Literacy Help Individuals Identify Misinformation in Everyday Life

Aviv J Sharon , Ayelet Baram-Tsabari

Abstract

childhood vaccinations and anthropogenic climate change. Many people are misinformed about the scientific facts underlying these issues. In response, science educators have called for improvements in the public's science literacy, but it is not clear which components of science literacy would help individuals identify misinformation. In this position paper, we examine…show more childhood vaccinations and anthropogenic climate change. Many people are misinformed about the scientific facts underlying these issues. In response, science educators have called for improvements in the public's science literacy, but it is not clear which components of science literacy would help individuals identify misinformation. In this position paper, we examine this issue and make two arguments. First, we unpack the construct of science literacy to the seven components identified by the National Academies, and argue that four of these components are most likely to help individuals identify misinformation in everyday life: (a) Understanding of scientific practices; (b) Identifying and judging appropriate scientific expertise, (c) Epistemic knowledge, and (d) Dispositions and habits of mind, for example, inquisitiveness and open‐mindedness. We also show that three of these four components are not commonly used in definitions of science literacy. Second, we posit that two opposite reasons explain why misinformation is so intractable: on the one hand, that individuals uncritically accept most information, even if it is false, and on the other hand, that they reject information that contradicts their worldview, even if it is true. Consequently, we argue that inculcating intellectual virtues, such as open‐mindedness, should be central to imparting science literacy and propose some implications for educational practice. Lastly, we point out some limitations of our arguments and offer recommendations for further research.show less

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11 May 2020 • Journal Article • Journal of Psycholinguistic Research

Relationship Between Eye-Movement Patterns, Cognitive Load, and Reading Ability in Children with Reading Difficulties

Aya Ozeri-Rotstain , Ifaat Shachaf , Rola Farah , Tzipi Horowitz-Kraus

Abstract

Children with reading difficulties (RD) share challenges in executive functions (EF). Neurobiological correlates provide evidence for EF challenges during reading among these readers, but an online cognitive load detection mechanism has yet to be developed. Nevertheless, eye-movement tracking can provide online data of reading patterns (pupil dilation, fixations) and…show more Children with reading difficulties (RD) share challenges in executive functions (EF). Neurobiological correlates provide evidence for EF challenges during reading among these readers, but an online cognitive load detection mechanism has yet to be developed. Nevertheless, eye-movement tracking can provide online data of reading patterns (pupil dilation, fixations) and, indeed, atypical eye-movement patterns of children with RD during reading have been documented. To identify eye-movement patterns related to increased cognitive load during reading in children with RD compared to typical readers, eye movements of 8-12-year-old English-speaking children were recorded during their reading of sentences with increasing difficulty (sentences that make sense, then sentences that do not make sense) and comparing incorrect and correct responses. Children with RD demonstrated greater pupil dilation when reading sentences that make sense than when reading sentences that do not make sense and also when reading incorrectly, compared to typical readers. Increased pupil dilation in children with RD when reading sentences correctly was positively correlated with phonological awareness capabilities. Higher phonological awareness and reading abilities were related to increased pupil dilation only in children with RD during correct reading, which is related to a heavier cognitive load. Results suggest that in addition to traditional findings of altered fixation patterns in children with RD, increased pupil dilation during reading may reflect EF challenges among this population. These findings can potentially be used to adapt online written materials for children with RD based on their fixation and pupil dilation patterns.show less
11 May 2020 • Journal Article • JAMA Pediatrics

Science Has Not Proven That Screen Use Impacts Children's Brain Development - Reply

John S Hutton , Jonathan Dudley , Tzipi Horowitz-Kraus

Abstract

In a response to our article, “Associations Between Screen-Based Media Use and Brain White Matter Integrity in Preschool-Aged Children,” Pall claims that findings of lower microstructural integrity and language and literacy skills correlated with higher screen use may be attributable to electromagnetic field (EMF) exposures. As mobile digital devices linked via wireless…show more In a response to our article, “Associations Between Screen-Based Media Use and Brain White Matter Integrity in Preschool-Aged Children,” Pall claims that findings of lower microstructural integrity and language and literacy skills correlated with higher screen use may be attributable to electromagnetic field (EMF) exposures. As mobile digital devices linked via wireless connectivity are increasingly used by ever younger children, this is an important public health issue. The American Academy of Pediatrics issued a statement in 2016 based on research findings in rats, encouraging caution with mobile devices and that more research is needed.show less

Open access
4 May 2020 • Journal Article • Environmental Education Research

The identity work of environmental education teachers in Israel

Noam Zaradez , Rakefet Sela-Sheffy , Tali Tal

Abstract

Despite growing interest in promoting environmental education (EE), as in other countries, its status within the formal education system in Israel is still ambiguous and its effectiveness questionable. Proceeding from the view of structure-agent interdependency, the present study focuses on teachers’ identity as key to understanding the situation in their professional…show more Despite growing interest in promoting environmental education (EE), as in other countries, its status within the formal education system in Israel is still ambiguous and its effectiveness questionable. Proceeding from the view of structure-agent interdependency, the present study focuses on teachers’ identity as key to understanding the situation in their professional field. Analysis is based on in-depth interviews with ten EE teachers in ten public elementary-schools in Israel, to investigate their occupational self-perception as part of the system in which they operate. Findings reveal an ambivalent professional identity and a weak sense of agency as EE teachers. Teachers’ impaired occupational self-image have implications for their potential role in advancing EE in particular and for the educational field in Israel in general.show less

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28 Apr 2020 • Journal Article • Frontiers in Human Neuroscience

Decreased Functional Connectivity Between the Left Amygdala and Frontal Regions Interferes With Reading, Emotional, and Executive Functions in Children With Reading Difficulties

Ohad Nachshon , Rola Farah , Tzipi Horowitz-Kraus

Abstract

Introduction: Dyslexia is a reading disorder characterized by significant difficulty in reading, as well as reports of altered executive functions (EF). Children with reading difficulties (RD) experience a broad range of social and emotional problems. Recently it was suggested that children with RD have altered functional connections within the amygdala, which is related…show more Introduction: Dyslexia is a reading disorder characterized by significant difficulty in reading, as well as reports of altered executive functions (EF). Children with reading difficulties (RD) experience a broad range of social and emotional problems. Recently it was suggested that children with RD have altered functional connections within the amygdala, which is related to emotional processing. Altered brain laterality related to reading was previously reported in children with RD. Hence, we sought to determine the differences in functional connectivity between the right and left emotional network as related to emotional challenges and the other reported difficulties in reading and EF in children with RD compared to typical readers. Methods: Sixty-four 8 to 12 year old children, 27 children with RD and 37 age-matched typical readers, participated in the study. Reading, emotional, and EF abilities were assessed. Global efficiency of the emotional network was calculated and compared between the groups, and left vs. right functional connectivity of the amygdala was tested using the CONN toolbox. Functional connectivity measures were then associated with measures of reading, emotional, and EF abilities. Results: Children with RD showed significantly decreased emotional and EF abilities compared to typical readers. A negative correlation between reading, emotional, and EF abilities was determined in both groups. Neuroimaging results showed decreased global efficiency measures within the emotional network in children with RD, who also showed lower functional connectivity between the amygdala and the left and right frontal pole regions. Results also indicated increased functional connectivity of the right vs. left amygdala with left and right pre-central and post-central gyri regions, which were related to decreased reading, emotional, and EF abilities in both typical readers and children with RD. Conclusion: The positive relationship between EF and emotional abilities in children with RD strengthens the relationship between EF difficulties and emotional stress, which in turn may lower EF abilities (monitoring, inhibition, and attention) as well as decreased reading abilities. The emotional challenges in children with RD were associated with decreased functional connectivity of the left amygdala with pre/post central gyrus and cognitive-control regions. These findings suggest that although the right hemisphere is thought to be related to emotional stress, it was the decreased control of the left hemisphere that was related to emotional disturbance in children with RD.show less
27 Apr 2020 • Journal Article • Behavioral and Brain Functions

Maternal depression is associated with altered functional connectivity between neural circuits related to visual, auditory, and cognitive processing during stories listening in preschoolers

Rola Farah , Paige Greenwood , Johnathan Dudley , John S Hutton , Robert T Ammerman , Kieran J Phelan , Scott K Holland , Tzipi Horowitz-Kraus

Abstract

Background Maternal depression can influence the early activity of a mother reading stories to a young child, as depressed mothers are less likely to read to their children. Here, maternal depression association to neurobiological circuitry of narrative comprehension, visualization, and executive functions during stories listening was examined in 21 4-year-old girls…show more Background Maternal depression can influence the early activity of a mother reading stories to a young child, as depressed mothers are less likely to read to their children. Here, maternal depression association to neurobiological circuitry of narrative comprehension, visualization, and executive functions during stories listening was examined in 21 4-year-old girls and their mothers. Maternal depression scores were collected from the mothers, and functional MRI during stories listening was collected from the children. Results Increased maternal depression was related to decreased functional connectivity between visualization and auditory regions and increased connectivity between the right visual cortex and dorsolateral prefrontal cortex in the children. Conclusions This study highlights the need to monitor maternal depression and provide interventions to ensure positive linguistic outcomes in children.show less

Open access
15 Apr 2020 • Journal Article • Police Practice and Research

Discovering an organisational paradox: the reduction–expansion perceptions in a police training organisation

Sigalit Shahar , Orit Hazzan

Abstract

In a dynamic and competitive environment, how do complex organisations maintain continuity and function without falling apart? This question will be examined in the context of the Israeli Police training organisation, which consists of several sub-organisations. Although they share similar goals, each has different objectives, trains police of different duties, and…show more In a dynamic and competitive environment, how do complex organisations maintain continuity and function without falling apart? This question will be examined in the context of the Israeli Police training organisation, which consists of several sub-organisations. Although they share similar goals, each has different objectives, trains police of different duties, and operates in a different geographical location. The common organisational characteristics promote shared perception and behaviour patterns for employees, which in turn, stabilise the organisation facing a complex environment. To reveal common perceptions of the training personnel, the research methodology chosen was qualitative, specifically, grounded theory methodology. The shared pattern reflects a paradoxical perception which simultaneously incorporates two poles – reductive and expansive – in each of four organisational core components diagnosed in the research: the training-organisation mission, training processes, organisational work-related processes, and the training personnel characteristics. The reduction-expansion paradox suggests an organisational perception pattern, embedded across the organisational core components, which offers a dynamic explanation for the continuity of the organisation in its complex environment.show less
8 Apr 2020 • Journal Article • Brain Structure & Function

Association between diffusivity measures and language and cognitive-control abilities from early toddler's age to childhood

Rola Farah , Hagai Tzafrir , Tzipi Horowitz-Kraus

Abstract

Extensive improvements in executive functions and language abilities are accompanied by changes in functional connections within the brain and in gray and white matter during the first few years of life. Diffusion tensor imaging provides a unique look into pediatric brain anatomy and critical information regarding white-matter development. The aims of the current study…show more Extensive improvements in executive functions and language abilities are accompanied by changes in functional connections within the brain and in gray and white matter during the first few years of life. Diffusion tensor imaging provides a unique look into pediatric brain anatomy and critical information regarding white-matter development. The aims of the current study were to investigate the variability in diffusion indices in language and cognitive white-matter tracts, hemispheric lateralization, and how diffusion measures are related to age, language and cognitive abilities from early toddler age to early childhood. Diffusion tensor imaging data were acquired from seventy-four 17–107 month-old typically developing children (mean = 69 months; females = 39). Effects of hemisphere and age on diffusion properties (mean diffusivity, radial diffusivity, axial diffusivity and fractional anisotropy) were measured at 100 points along the length of white-matter tracts related to expressive language and cognitive abilities, including the cingulum bundle, superior longitudinal fasciculus, inferior longitudinal fasciculus, inferior fronto-occipital fasciculus, arcuate fasciculus and corpus callosum (forceps major and forceps minor). Diffusion properties exhibited variability along the length of the tracts, with hemispheric effect and age differences in specific segments of the tracts. Significant positive correlation was found between fractional anisotropy and expressive language and cognitive abilities. Our results provide a detailed examination of the effect of age and hemisphere on diffusion properties. Furthermore, the results delineate the neural correlates of white-matter microstructure to behavioral language and cognitive performance in white-matter tracts related to language and cognitive abilities at the tract level along with development.show less

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1 Apr 2020 • Journal Article • Chemistry Education Research and Practice

Trends and Perceptions of Choosing Chemistry as a Major and a Career

Shirly Avargil , Zehavit Kohen , Yehudit Judy Dori

Abstract

In many countries, the choice of a STEM career, especially in chemistry, is decreasing. A shortage of appropriately skilled workers can become a threat to any country's future achievements. Our research strives to understand behavioral trends and career choice factors related to personal and environmental themes. Building on the foundations of the Social Cognitive Career…show more In many countries, the choice of a STEM career, especially in chemistry, is decreasing. A shortage of appropriately skilled workers can become a threat to any country's future achievements. Our research strives to understand behavioral trends and career choice factors related to personal and environmental themes. Building on the foundations of the Social Cognitive Career Theory, the research sheds light on prospective trends and retrospective perceptions of chemistry-related professionals in choosing chemistry in high school, as a career, and as a STEM occupation. To analyze the prospective trends in choosing chemistry, we used data curated by the Israel Central Bureau of Statistics on 545 778 high school graduates. For the retrospective perceptions of choosing a chemistry career, we investigated three research groups (N = 190): chemists and chemical engineers, chemistry teachers, and third year undergraduate chemistry students. We found that choosing chemistry as a major and profession decreases from high school to higher education. Women tend to choose chemistry more than men at high school and university levels, and minorities tend to choose it more in high school but less in higher education compared to non-minorities. Task-oriented self-efficacy was the factor which contributed the most to chemistry career choice in all three research groups. The theoretical contribution is the unique SCCT application through the integration of both the prospective views on the behavioral theme and the retrospective views on the personal and environmental themes. Furthermore, we present new chemistry-related factors within the personal theme of this theoretical framework that can extend the SCCT framework.show less
Apr 2020 • Journal Article • Assistive Technology Outcomes & Benefits

Text-to-Speech Technology: Enhancing Reading Comprehension for Students with Reading Difficulty

Jennifer L Keelor , Nancy A Creaghead , Noah H Silbert , Tzipi Horowitz-Kraus

Abstract

The aim of this study was to investigate the impact of text-to-speech (TTS) without highlighting, with highlighting, and with increased highlighting rate, on the reading comprehension of children with reading difficulties. Participants read six expository passages under the following conditions:(a) Silent Reading,(b) Reading Aloud,(c) Listening Only,(d) reading with…show more The aim of this study was to investigate the impact of text-to-speech (TTS) without highlighting, with highlighting, and with increased highlighting rate, on the reading comprehension of children with reading difficulties. Participants read six expository passages under the following conditions:(a) Silent Reading,(b) Reading Aloud,(c) Listening Only,(d) reading with the use of TTS with No Highlighting,(e) reading with the use of TTS with Highlighting and (f) reading with the use of TTS at a Rapid Rate with Highlighting. They answered comprehension questions following each condition. Data were analyzed using a twotailed paired t-test and a one-way ANOVA. Reading comprehension was significantly higher for the TTS versus No TTS condition. There was no difference in the presentational features. Comprehension scores for TTS with No Highlighting positively correlated with processing speed; Listen Only negatively correlated with read aloud speed. TTS is a useful compensatory reading aid for improving comprehension.show less

Open access
Apr 2020 • Journal Article • Global Journal of Engineering Education

Importance of technical and soft skills: electronics students' and teachers' perspectives

Aharon Gero , Shai Mano-israeli

Abstract

In light of the gap between the qualifications of engineering and technology programme graduates and those required in the industry, the importance assigned by students and teachers to the technical and soft skills required of two-year electronics programme graduates is examined. Forty-four electronics students and 13 electronics teachers from a two-year college in…show more In light of the gap between the qualifications of engineering and technology programme graduates and those required in the industry, the importance assigned by students and teachers to the technical and soft skills required of two-year electronics programme graduates is examined. Forty-four electronics students and 13 electronics teachers from a two-year college in Israel took part in the study, in which quantitative and qualitative tools were utilised. It was found that both the students and their teachers assigned relatively high importance to technical and soft qualifications. However, the importance assigned by the students to these skills was significantly lower than that assigned by their teachers. It might be possible to explain the findings by the present curriculum not having sufficient emphasis on providing students with relevant technical and soft skills.show less

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2 Mar 2020 • Journal Article • Science & Education

Conceptual Trends and Issues in Biology Didactics

Dina Tsybulsky

Abstract

We live in an era when the world is changing rapidly. However, recent changes are usually associated in people’s minds with unprecedented advances in digital technologies. In the face of these truly remarkable successes, which are widely advertised by the mass media, the scientific advances seem to be relatively minor. But this impression is inaccurate. The success of…show more We live in an era when the world is changing rapidly. However, recent changes are usually associated in people’s minds with unprecedented advances in digital technologies. In the face of these truly remarkable successes, which are widely advertised by the mass media, the scientific advances seem to be relatively minor. But this impression is inaccurate. The success of the natural sciences in recent decades is no less impressive than that of technology. Successes of biology are an excellent example of the achievements of the natural sciences. It would not be an exaggeration to say that over the past 50 years, biology has developed much faster than any other science. Developments in neurobiology, epigenetics, developmental biology, and other fields have significantly changed the body of biological knowledge. There is so much new knowledge that nowadays, well-ingrained theoretical constructions—theories, laws and models, which have studied at the school level, have to be re-examined. Under these new conditions, the highest priority should be to improve the didactics of biology, so that students can gain biological proficiency. The issue of how to best pursue this goal in the classroom is a challenging and multifaceted question.show less

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25 Feb 2020 • Journal Article • Journal of Environmental Radioactivity

Involving schoolchildren in radon surveys by means of the "Radon Test" online system

Andrey Tsapalov , Konstantin Kovler , Maxim Shpak , Yevhenii Shafir , Yaela Naomi Golumbic , Aline Peri , Dani Ben-Zvi , Ayelet Baram-Tsabari , Tatiana Maslov , Odelia Schrire

שילוב תלמידים בסקר הראדון באמצעות המערכת המקוונת "בחינת ראדון"

מאמר זה סוקר את הפיתוח, יישום ושימוש של המערכת המקוונת "בחינת ראדון" לניטור ריכוזי גז ראדון מקומיים באמצעות מדע אזרחי בבית ספר. מדידת הראדון נעשית על ידי תלמידים בבתיהם ללא צורך במומחה ותוך שימוש באמצעי זול ומהלך פשוט של חשיפת בקבוקון פחם פעיל למשך 4-5 ימים בחדר הנבדק. המערכת המקוונת מאפשרת לתלמידים לשמור את נתוני הבדיקה ומיישמת עיקרון חלופי של בניית מפת נתוני ראדון, המציגה את הממצאים בצורה ברורה, תוך הקפדה על סודיות המשתתפים. תוצאות בדיקות הראדון הראשונות נידונות במאמר לצד הצגת דוגמאות למפות הראדון. לבסוף, מוצעת גישה לזיהוי יעיל של מבנים בעלי ריכוזי ראדון גבוהים, המבוססת על עקרון ויסות הראדון.

Abstract

A 'citizen science' approach was evaluated as an approach to organize an extensive radon survey to be representative of the population of either single regions or a whole country. The "RadonTest" online system allowed schoolchildren to undertake and record short-term radon tests in their homes. Measurements were carried out in Israel using charcoal in miniature flacons…show more A 'citizen science' approach was evaluated as an approach to organize an extensive radon survey to be representative of the population of either single regions or a whole country. The "RadonTest" online system allowed schoolchildren to undertake and record short-term radon tests in their homes. Measurements were carried out in Israel using charcoal in miniature flacons and simple detectors with high sensitivity. Among other things, the "RadonTest" online system implements an alternative principle of building a radon map, allowing the display of radon tests more clearly than the traditional approach, while ensuring the confidentiality of test participants. Examples of public radon maps are presented, and the first test results are discussed. A scientifically based approach for the effective identification of buildings with a high radon concentration, based on the principle of radon regulation, is proposed.show less

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24 Feb 2020 • Journal Article • Active Learning in College Science

Innovation in a MOOC: Project-Based Learning in the International Context

Miri Barak , Maya Usher

Abstract

A current trend in STEM education is to harness the power and reach of massive open online courses (MOOCs) to impart to students the skill of innovation. Innovation is a major driver of economic growth and development and a required skill for engineering students. The literature advocates the use of project-based learning (PBL) for promoting innovation; yet, we lack…show more A current trend in STEM education is to harness the power and reach of massive open online courses (MOOCs) to impart to students the skill of innovation. Innovation is a major driver of economic growth and development and a required skill for engineering students. The literature advocates the use of project-based learning (PBL) for promoting innovation; yet, we lack the understanding of how innovation takes shape and how to evaluate it. The current study addresses this gap by analyzing engineering students’ team projects and characterizing their quality and level of innovation. The study was conducted in the context of a PBL course in nanotechnology, while comparing three research groups: face-to-face (F2F) university students, online university students, and online world learners. Applying a mixed methods approach, the study included interviews with six experts in nanotechnology and the analysis of team …show less
24 Feb 2020 • Journal Article • Active Learning in College Science

Engineering Teachers’ Assessment Knowledge in Active and Project-Based Learning

Daphna Shwartz-Asher , Shari R Reiss , Amona Abu-Younis Ali , Yehudit Judy Dori

Abstract

An instructional framework that can help students succeed in the current labor force is project-based learning (PBL), which entails students researching and creating projects that reflect their knowledge. PBL implementation has been recently mandated in the Israeli high school science and engineering curriculum, but its effective implementation is impeded by challenges…show more An instructional framework that can help students succeed in the current labor force is project-based learning (PBL), which entails students researching and creating projects that reflect their knowledge. PBL implementation has been recently mandated in the Israeli high school science and engineering curriculum, but its effective implementation is impeded by challenges that include the lack of professional guidelines for teachers on creating and assessing student projects. Responding to the need to train engineering teachers in PBL, this chapter describes a recent training initiative for a cohort of engineering teachers from a diverse population, including Arabs and Jews, with varying levels and subject areas of expertise. Rather than simply lecturing these teachers about PBL, the program required teachers to devise assessment criteria that they felt were relevant to their own teaching, to implement PBL and these …show less
21 Feb 2020 • Journal Article • STEM Teachers and Teaching in the Digital Era

Emergent STEM Teaching Possibilities in an Era of Educational Technologies

Shulamit Kapon

Abstract

This essay discusses three chapters in this volume: Milner-Bolotin, Deliberate pedagogical thinking with technology in STEM teacher education; Tabach & Trgalová, Teaching mathematics in the digital era: Standards and beyond; Zazkis, Technology in mathematics teacher education: On trust and pitfalls. Informed by theoretical constructs and frameworks such as of distributed…show more This essay discusses three chapters in this volume: Milner-Bolotin, Deliberate pedagogical thinking with technology in STEM teacher education; Tabach & Trgalová, Teaching mathematics in the digital era: Standards and beyond; Zazkis, Technology in mathematics teacher education: On trust and pitfalls. Informed by theoretical constructs and frameworks such as of distributed cognition, affordance, appropriation, and knowledge in pieces, this chapter highlights and elaborates on the following crosscutting themes: technology provides different forms of doing, the intrinsic and instructional affordances of technology, appropriating ICT for instruction, teachers’ professional knowledge, and implications for teacher education.show less
17 Feb 2020 • Journal Article • Assessment & Evaluation in Higher Education

Establishing the validity and reliability of a modified tool for assessing innovative thinking of engineering students

Miri Barak , Abeer Watted , Hossam Haick

Abstract

The goal of this study was to establish the validity and reliability of a self-report tool for assessing individual differences in innovative thinking, based on a modification of the ‘innovative behavior scale’. A five-stage study was conducted among engineering students worldwide, who enrolled in a massive open online course in Nanotechnology and Nanosensors. Content…show more The goal of this study was to establish the validity and reliability of a self-report tool for assessing individual differences in innovative thinking, based on a modification of the ‘innovative behavior scale’. A five-stage study was conducted among engineering students worldwide, who enrolled in a massive open online course in Nanotechnology and Nanosensors. Content validity was established by a panel of experts in engineering education. Construct validity was established through exploratory and confirmatory factor analysis, indicating a four-factor solution with 13 items loaded above critical level. Known-groups validity revealed differences among learners with distinct expertise. The scale’s stability across populations and over time was confirmed, providing there has been no intentional intervention. Finally, the scale’s concurrent validity was reinforced through data triangulation with actual practice - the fabrication of innovative nanosensors.show less

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12 Feb 2020 • Journal Article • Vaccine

Vaccine information seeking on social Q&A services

Aviv J Sharon , Elad Yom-Tov , Ayelet Baram-Tsabari

חיפוש מידע בנושא חיסונים בפלטפורמות של "שאלות ותשובות" ברשתות החברתיות

מומחים מביעים דאגה מהתפשטותו של מידע שגוי על חיסונים, מעמידותו ומתרומתו להססנות כלפי חיסונים. למרות זאת, רק תשומת לב מועטה הוקדשה להבנת האופן שבו הציבור מחפש מידע על חיסונים באינטרנט ולהבנת האופן שבו הוא מעריך את אמינותו. שיערנו שהורים הססנים מעדיפים מקורות אמינים שנתפסים כבעלי ידע רלוונטי, יושרה ותום לב. חקרנו סוגיה זו בעזרת 4,910 שאלות ו-2,583 תשובות שאוחזרו מתוך שתי פלטפורמות מקוונות לשו"ת: הפלטפורמה "Yahoo! Answers" וקבוצת הפייסבוק "מדברים על חיסונים". נבדקו נושאי השאלות, המידה שבה השאלות כוונו באופן מפורש למומחים או לעמיתים, והערכת הגולשים לתשובות שניתנו בפלטפורמה "Yahoo! Answers", באמצעות ניתוח תוכן וניסוי מקוון. הממצאים מצביעים על כך שהתפלגות נושאי השאלות משתנה בין פלטפורמות שונות, אך בשתי הפלטפורמות, רוב השאלות לא כוונו באופן מפורש למומחים או לניסיון של עמיתים, מה שעשוי להיות מוסבר כניסיון מצד השואלים להשיג תשובה מהירה ובלתי פורמלית, או כניסיון להשיג מידע נוסף או מידע חלופי לידע המקובל. גם תשובות התומכות בהתחסנות וגם תשובות המתנגדות לה נמצאו בקרב ה"תשובות הטובות ביותר" לשאלות על חיסונים, וזאת ביחס פרופורציונלי לשכיחותן מתוך כלל התשובות, מה שמעיד על כך שגם מידע שגוי זוכה לעתים קרובות להערכה גבוהה בסביבות מקוונות. עם זאת, ברגרסיה לוגיסטית נמצא כי לתשובה שנכתבה על ידי איש מקצוע מתחום הבריאות היה סיכוי גדול מפי שניים להיבחר כ"תשובה הטובה ביותר" מתשובות אחרות, מה שמרמז על הערכה כלפי מומחיות בסביבות אלו. עם זאת, בניסוי שנערך עם משתתפים חיצוניים לפלטפורמה, נמצא כי המשתתפים דירגו את האמינות של התשובות בעיקר בהתבסס על היחס שלהן לחיסונים, כאשר תשובות שתמכו בהתחסנות זכו לדירוג גבוה יותר, וזאת במתאם חיובי עם עמדות המשתתפים כלפי חיסונים. מנגד, למומחיות המשיב הייתה אמנם השפעה פחותה על דירוגי האמינות, אך זו עדיין הייתה מובהקת. הממצאים מחזקים את ההשערה שמענה של מומחים לשאלות בסביבות מקוונות עשוי לסייע בהתמודדות עם תופעת ההססנות כלפי חיסונים.

Abstract

Experts are concerned about the spread and recalcitrance of vaccine misinformation and its contribution to vaccine hesitancy. Despite this risk, little research attention has been paid to understanding how individuals seek vaccine information online and evaluate its trustworthiness. Here, we hypothesized that when vaccine-hesitant parents seek information about vaccines…show more Experts are concerned about the spread and recalcitrance of vaccine misinformation and its contribution to vaccine hesitancy. Despite this risk, little research attention has been paid to understanding how individuals seek vaccine information online and evaluate its trustworthiness. Here, we hypothesized that when vaccine-hesitant parents seek information about vaccines, they prefer trustworthy sources based on their competence, integrity and benevolence. We explored this issue using 4910 questions and 2583 answers retrieved from two social question-and-answer (QA namely, questions on one platform focused on the risks and benefits of vaccination, whereas they dealt with vaccine schedules on the other. On both platforms, most questions did not specify that an answer should be based on professional expertise or parents' experience. Both pro-vaccine and anti-vaccine answers were proportionately represented among the “best answers”. However, if an answer was written by a health professional, the askers and the community on “Yahoo! Answers” were twice as likely to choose it as the “best answer” to a vaccine-related question, irrespective of whether it encouraged or discouraged vaccination. By contrast, an online experiment revealed that both the identity of the respondent and the stance towards vaccination affected the perceived trustworthiness of the answers. These findings indicate that despite the proliferation of anti-vaccine messages, epistemic trust in mainstream science and medicine is robust. User responses to expert answers suggest that expert outreach in online environments may be an effective intervention to address vaccine hesitancy.show less

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10 Feb 2020 • Journal Article • Brain Imaging and Behavior

The neural basis of executive functioning deficits in adolescents with epilepsy: a resting-state fMRI connectivity study of working memory

Ana M Gutierrez-Colina , Jennifer Vannest , Thomas Maloney , Shari L Wade , Angela Combs , Tzipi Horowitz-Kraus , Avani C Modi

Abstract

Working memory deficits are common in youth with epilepsy and consistently associated with long-term negative outcomes. Existing research on the neural basis of working memory disruptions in pediatric epilepsy is limited. The question of whether differences in the functional connectivity of neural networks underlie working memory disruptions in pediatric patients with…show more Working memory deficits are common in youth with epilepsy and consistently associated with long-term negative outcomes. Existing research on the neural basis of working memory disruptions in pediatric epilepsy is limited. The question of whether differences in the functional connectivity of neural networks underlie working memory disruptions in pediatric patients with epilepsy remains unanswered. A total of 49 adolescents between the ages of 13–17 years participated in this study. Twenty-nine adolescents had confirmed epilepsy (n = 17 generalized epilepsy, n = 6 localization-related, n = 6 unclassified). The control group included 20 healthy adolescents. A total of 10-min resting state functional magnetic resonance imaging was obtained for all participants. NeuroSynth-derived regions of interest were used as nodes that comprise working memory neural networks. Group differences in resting state functional connectivity were examined between adolescents with epilepsy and controls. Functional connectivity was computed as the temporal correlation of functional magnetic resonance imaging signal fluctuations between any two regions of interest. Compared to controls, adolescents in the epilepsy group demonstrated both hypoconnectivity and hyperconnectivity in cortical areas that map onto fronto-parietal and cingulo-opercular networks, as well as cerebellar regions. Functional connectivity between pairs of regions of interest was also significantly associated with behavioral measures of working memory across epilepsy and control groups. This study demonstrates that the presence of abnormal patterns in resting state neural network connectivity may underlie the working memory disruptions that frequently characterize the neurocognitive profile of youth with epilepsy.show less
3 Feb 2020 • Conference Paper • ICMI STUDY 25 Conference Proceedings

The Realization Tree Assessment (RTA) Tool as a Representation of Explorative Teaching

Merav Weingarden , Einat Heyd-Metzuyanim

Abstract

We offer a new representation of mathematics teaching–the Realization Tree Assessment (RTA) tool–and exemplify how it may be productive for teachers' collaborative discussions on explorative teaching. The RTA assists in explicating the mathematical object that is at the core of a task together with its different realizations. It was originally used for assessment of…show more We offer a new representation of mathematics teaching–the Realization Tree Assessment (RTA) tool–and exemplify how it may be productive for teachers' collaborative discussions on explorative teaching. The RTA assists in explicating the mathematical object that is at the core of a task together with its different realizations. It was originally used for assessment of lessons and opportunities for explorative participation, where it enabled the examination of the extent in which different realizations of the mathematical object were exposed and who authored the narratives about the mathematical object (students or teacher). In this paper, we describe the affordances of this tool as a representation of teaching which affords access to the mathematical aspects of Explorative Pedagogical Discourse. We exemplify these affordances with a discussion of preservice teachers working in collaborative groups on RTA images.show less

Open access
3 Feb 2020 • Conference Paper • ICMI STUDY 25 Conference Proceedings

Metacognitive Processes in Online Collaborative Problem Solving Forums: Mathematics Teachers’ Dual Roles

Zehavit Kohen , Nelly Keller , Boris Koichu

Abstract

Collaborative mathematical problem solving, such as in Problem Solving Forums (PSF), was found to contribute to solvers' ability to handle challemging mathematical problems. Due to the important role of metacognition in directing learning processes, the current study goal is to examine the metacognitive process among teachers who collaboratively solve challenging problems…show more Collaborative mathematical problem solving, such as in Problem Solving Forums (PSF), was found to contribute to solvers' ability to handle challemging mathematical problems. Due to the important role of metacognition in directing learning processes, the current study goal is to examine the metacognitive process among teachers who collaboratively solve challenging problems in PSF in the role of students, and subsequently the metacognitive process of teachers, while experiencing PSF in the mentor's role. The paper focuses on a case study of one secondary school mathematics teacher, John, who was engaged in collaborative geometry problem solving in the context of a professional development program. In the program, John and his teaching fellows were exposed to a metacognitive support in and between the PSFs. In his experience as a student, John demonstrated a progress in metacognitive ability in the process of collaborative problem solving. As a mentor guiding his teaching fellows, John encouraged their collaborative learning by the use of metacognitve support. We present theoretical, methodological and practical contributions of the study.show less

Open access
Feb 2020 • Journal Article • IEEE Transactions on Education

Model-Based Systems Thinking: Assessing Engineering Student Teams

Rea Lavi , Yehudit Judy Dori , Niva Wengrowicz , Dov Dori

Abstract

Contribution: A rubric for assessing the systems thinking expressed in conceptual models of technological systems has been constructed and assessed using a formal methodology. The rubric, a synthesis of prior findings in science and engineering education, forms a framework for improving communication between science and engineering educators. Background: Systems…show more Contribution: A rubric for assessing the systems thinking expressed in conceptual models of technological systems has been constructed and assessed using a formal methodology. The rubric, a synthesis of prior findings in science and engineering education, forms a framework for improving communication between science and engineering educators. Background: Systems thinking is an important skill in engineering, but to date no rubric for assessing this skill based on a formal methodology has been published with reliability and validity measures. Research Questions: (a) What attributes should a rubric for assessing the systems thinking of engineering students comprise? (b) To what extent can such a rubric serve in assessing the systems thinking level of engineering students, as expressed in their conceptual system models? Methodology: Based on a literature review of systems thinking assessment in science and engineering education, the authors classified the systems thinking attributes they had identified into system function, structure, and behavior. Scoring instructions were developed for conceptual system models based on Object-Process Methodology ISO 19450, a formal methodology and language for model-based systems engineering. A total of 142 undergraduate engineering students in 32 teams modeled Web-based systems using the methodology. Each team submitted two models of the same system, at the middle and end of semester. Models were scored using the rubric, and its reliability and validity were evaluated. Findings: Indications of interrater reliability, internal consistency, and construct validity were acceptable, excluding the system function aspect, implying the rubric may be used reliably for its intended purpose.show less
30 Jan 2020 • Journal Article • Brain and Cognition

Maternal reading and fluency abilities are associated with diffusion properties of ventral and dorsal white matter tracts in their preschool-age children

Rola Farah , Jon Dudley , John S Hutton , Tzipi Horowitz-Kraus

Abstract

Early language exposure and shared parent–child reading, as assessed by maternal reading ability and fluency, affect the child’s future language and cognitive abilities. The aim of the current study was to explore the association between maternal reading ability and fluency and diffusion properties of language- and cognition-related white matter tracts in their pre-school…show more Early language exposure and shared parent–child reading, as assessed by maternal reading ability and fluency, affect the child’s future language and cognitive abilities. The aim of the current study was to explore the association between maternal reading ability and fluency and diffusion properties of language- and cognition-related white matter tracts in their pre-school age children using diffusion tensor imaging (DTI). DTI data were acquired from fifteen girls (mean age: 3.83 ± 0.49 years). Reading ability and fluency were assessed in their mothers. Effects of hemisphere and node on diffusion properties were measured at 100 points along white matter tracts related to language and cognitive abilities. Significant positive correlations were found between maternal reading ability and fractional anisotropy in left and right dorsal and ventral language and executive functions-related tracts, while maternal reading fluency was associated with higher fractional anisotropy in ventral tracts, mainly in the left hemisphere. Fractional Anisotropy was significantly higher in the left compared to the right arcuate, cingulum cingulate, and inferior longitudinal fasciculus and higher in the right compared to the left superior longitudinal fasciculus. Our results signify the importance of maternal reading as a facilitator of the child’s future language and cognitive abilities.show less

Open access
30 Jan 2020 • Journal Article • Acta Paediatrica

Reading in children with drug‐resistant epilepsy was related to functional connectivity in cognitive control regions

Dror Kraus , Jennifer Vannest , Ravindra Arya , John S Hutton , James L Leach , Francesco T Mangano , Jeffrey R Tenney , Anna W Byars , Thomas G Dewitt , Tzipi Horowitz-Kraus

Abstract

AIM This study aimed to define whether individuals with drug-resistant focal epilepsy also used regions related to cognitive control to facilitate reading. METHODS We focused on patients with drug-resistant focal epilepsy in 2011-2014, who were aged 8-20 years and were being treated at the Cincinnati Children's Hospital, USA. They performed a verb generation functional…show more AIM This study aimed to define whether individuals with drug-resistant focal epilepsy also used regions related to cognitive control to facilitate reading. METHODS We focused on patients with drug-resistant focal epilepsy in 2011-2014, who were aged 8-20 years and were being treated at the Cincinnati Children's Hospital, USA. They performed a verb generation functional magnetic resonance imaging task known to involve language and cognitive control, as well as a formal reading assessment. The reading scores were correlated with functional connectivity of the anterior cingulate cortex (ACC) using seed-to-voxel analysis. RESULTS There were 81 potential patients and 13 (seven females) met the inclusion criteria. Their age at seizure onset was 0-13 years, and they had a mean age of 12.66 ± 3.17 years at the time of the study. Individuals with epilepsy demonstrated average intelligence and word reading ability. Their reading scores were positively correlated with functional connectivity between the ACC and regions related to emotional processing (right amygdala), learning and language processing (left cerebellum) and visual processing. CONCLUSION Our results support the role that the ACC plays in proficient reading among children with drug-resistant epilepsy, even in those with epileptogenic foci in areas related to language.show less
23 Jan 2020 • Journal Article • Public Understanding of Science

The experts' perspective of "ask-an-expert": An interview-based study of online nutrition and vaccination outreach

Aviv J Sharon , Ayelet Baram-Tsabari

הפרספקטיבה של המומחה ב-"שאל את המומחה": מחקר מבוסס ראיונות בנושאי הנגשת נושאי החיסונים והתזונה ברשת

הרשתות החברתיות מאפשרות למומחים ליצור קהילות ולקיים דו-שיח ישיר עם הציבור, מה שעשוי לקדם הבנה הדדית ביניהם. עם זאת, רק מעט יודע על השתתפותם של מומחים בקהילות מקוונות, או על דרכים אפקטיביות להכשרת מומחים לתקשורת המדע בסביבות אלה. חקרנו סוגיה זו תוך התמקדות במומחים שמשתתפים בהתנדבות בפלטפורמות מקוונות ובשיקולים שמנחים אותם בהשתתפות זו. לצורך כך, ערכנו עשרים ראיונות מאזכרים עם מומחים המשתתפים בקבוצות פייסבוק לשאלות ותשובות בענייני מדע ובריאות: "מדברים על חיסונים" ו"תשאלו דיאטנית". הממצאים מלמדים שהמומחים פועלים לפי מערך שיקולים מגוון, שנועד, בין היתר, לבסס אמינות אפיסטמית בעיני השואלים ומתבוננים מן הצד. שיקולים אלה משתייכים לשלוש מטרות ולשני אילוצים: הפרכת מידע שגוי, ביסוס תום לב וביסוס יכולות מקצועיות תוך שמירה על יושרה ועל בהירות. מהממצאים עולה שכשל אמפתי ושחיקה משבשים את היכולת לבסס תום לב. אנו דנים בהשלכות של ממצאים אלו להמשגת "אוריינות מדעית ברמת הקהילה" ובנוסף לכך, אנו טוענים שעל סמך ממצאים אלו ניתן לזהות ידע ומיומנויות שרצוי ללמד במסגרות להכשרת מומחים לתקשורת המדע.

Abstract

Social media allow experts to form communities and engage in direct dialogue with publics, which can promote mutual understanding between sciences and publics. However, little is known about experts' participation in online communities, or effective ways to prepare them for public engagement. Here, we explored these issues with experts who voluntarily engage with publics…show more Social media allow experts to form communities and engage in direct dialogue with publics, which can promote mutual understanding between sciences and publics. However, little is known about experts' participation in online communities, or effective ways to prepare them for public engagement. Here, we explored these issues with experts who voluntarily engage with publics on social media, to understand their public engagement practices. Stimulated recall interviews were conducted with 20 experts who participate in question-and-answer Facebook groups dedicated to vaccines and nutrition. The findings suggest that experts employ diverse considerations in their outreach, partly to establish epistemic trustworthiness. These can be grouped into three goals and two constraints: countering misinformation, establishing benevolence, and establishing competence while maintaining integrity and clarity. Empathic failure and burnout both emerged as factors that impair establishing benevolence. We discuss implications for community-level science literacy and for preparing scientists for "bounded engagement with publics."show less

Open access
16 Jan 2020 • Journal Article • Chemistry Education Research and Practice

How to promote chemical literacy? On-line question posing and communicating with scientists

Zehavit Kohen , Orit Herscovitz , Yehudit Judy Dori

Abstract

Facilitating students' chemical literacy is a focal point of current science education. This study examines views of chemists and chemistry teachers on chemical literacy and, more broadly, on scientific literacy of four kinds of stakeholders: scientists, teachers, STEM students, and the educated public. We explored the views of 347 participants, representing the four…show more Facilitating students' chemical literacy is a focal point of current science education. This study examines views of chemists and chemistry teachers on chemical literacy and, more broadly, on scientific literacy of four kinds of stakeholders: scientists, teachers, STEM students, and the educated public. We explored the views of 347 participants, representing the four stakeholder groups with diversified scientific literacy, and an Ask-a-Scientist public website as a communication channel for facilitating chemical literacy through posing questions. Research tools included interviews, open-ended questionnaires, and questions retrieved from the website. We found that the questions posed on the website expressed a range of levels of chemical literacy that the students had constructed. The stakeholder groups expressed diverse perspectives of their experiences using various types of communication channels, arguing for the need to encourage students to pose questions and receive scientists' responses. Our study is placed in the larger context of scientific literacy and communication channels, as it takes the example of chemical literacy, with a focus on communications among scientists and chemistry teachers in the context of an Ask-a-Scientist website. It has established a link between responses of various stakeholders and the literature definitions regarding scientific literacy with focus on chemical literacy. From a practical viewpoint, the study presents a productive communication channel for posing questions in the context of chemistry and other sciences. Methodologically, this study includes the design of tools for analyzing both the views of different stakeholders and for evaluating the complexity level of chemistry questions, which might serve chemistry educators.show less
13 Jan 2020 • Conference Paper • 2019 Physics Education Research Conference Proceedings

Supporting productive exploration in invention activities: are simulations too challenging?

Jonathan Massey-Allard , Ido Roll , Joss Ives

Abstract

Studies show that invention activities, where students invent a general rule from provided resources before receiving direct instruction on the target topic, are particularly beneficial for learning outcomes. For most common implementations of invention activities, students are provided with instructor-designed contrasting cases with which to invent their rule. Alternatively…show more Studies show that invention activities, where students invent a general rule from provided resources before receiving direct instruction on the target topic, are particularly beneficial for learning outcomes. For most common implementations of invention activities, students are provided with instructor-designed contrasting cases with which to invent their rule. Alternatively, students could use an interactive simulation where they then have the agency to explore and collect observations on their own. While this provides a promising opportunity for developing more robust inquiry skills, it also introduces substantial challenges for the students that, in addition to learning about the domain, need to learn about expert ways of doing science. In this work, we compare different support structures that seek to mitigate these issues. Specifically, we incorporate a collaborative support structure and further provide students with either a short list of general rules to disprove or a list of important features that students are prompted to incorporate in their rule. We show that these support structures are not sufficient to make the exploration of students in our simulation-based invention activities as productive as with using contrasting cases.show less

Open access
10 Jan 2020 • Journal Article • Frontiers in Robotics and AI

Robot-Supported Collaborative Learning (RSCL): Social Robots as Teaching Assistants for Higher Education Small Group Facilitation

Rinat B Rosenberg-Kima , Yaacov Koren , Goren Gordon

Abstract

Acknowledging the benefits of active learning and the importance of collaboration skills, the higher education system has started to transform toward utilization of group activities into lecture hall culture. In this study, a novel interaction has been introduced, wherein a social robot facilitated a small collaborative group activity of students in higher education…show more Acknowledging the benefits of active learning and the importance of collaboration skills, the higher education system has started to transform toward utilization of group activities into lecture hall culture. In this study, a novel interaction has been introduced, wherein a social robot facilitated a small collaborative group activity of students in higher education. Thirty-six students completed a 3 h activity that covered the main content of a course in Human Computer Interaction. In this within-subject study, the students worked in groups of four on three activities, moving between three conditions: instructor facilitation of several groups using pen and paper for the activity; tablets facilitation, also used for the activity; and robot facilitation, using tablets for the activity. The robot facilitated the activity by introducing the different tasks, ensuring proper time management, and encouraging discussion among the students. This study examined the effects of facilitation type on attitudes toward the activity facilitation, the group activity, and the robot, using quantitative, and qualitative measures. Overall students perceived the robot positively, as friendly and responsive, even though the robot did not directly respond to the students' verbal communications. While most survey items did not convey significant differences between the robot, tablet, or instructor, we found significant correlations between perceptions of the robot, and attitudes toward the activity facilitation, and the group activity. Qualitative data revealed the drawbacks and benefits of the robot, as well as its relative perceived advantages over a human facilitator, such as better time management, objectivity, and efficiency. These results suggest that the robot's complementary characteristics enable a higher quality learning environment, that corresponds with students' requirements and that a Robot Supportive Collaborative Learning (RSCL) is a promising novel paradigm for higher education.show less

Open access
8 Jan 2020 • Journal Article • Plos One

Can scientists fill the science journalism void? Online public engagement with science stories authored by scientists

Yael Barel-Ben David , Erez S Garty , Ayelet Baram-Tsabari

Abstract

In many countries the public's main source of information about science and technology is the mass media. Unfortunately, in recent years traditional journalism has experienced a collapse, and science journalism has been a major casualty. One potential remedy is to encourage scientists to write for news media about science. On these general news platforms, scientists'…show more In many countries the public's main source of information about science and technology is the mass media. Unfortunately, in recent years traditional journalism has experienced a collapse, and science journalism has been a major casualty. One potential remedy is to encourage scientists to write for news media about science. On these general news platforms, scientists' stories would have to compete for attention with other news stories on hard (e.g. politics) and entertaining (e.g. celebrity news) topics written by professional writers. Do they stand a chance? This study aimed to quantitatively characterize audience interactions as an indicator of interest in science news stories authored by early career scientists (henceforth 'scientists') trained to function as science reporters, as compared to news items written by reporters and published in the same news outlets. To measure users' behavior, we collected data on the number of clicks, likes, comments and average time spent on page. The sample was composed of 150 science items written by 50 scientists trained to contribute popular science stories in the Davidson Institute of Science Education reporters' program and published on two major Israeli news websites-Mako and Ynet between July 2015 to January 2018. Each science item was paired with another item written by the website's organic reporter, and published on the same channel as the science story (e.g., tourism, health) and the same close time. Overall significant differences were not found in the public's engagement with the different items. Although, on one website there was a significant difference on two out of four engagement types, the second website did not have any difference, e.g., people did not click, like or comment more on items written by organic reporters than on the stories written by scientists. This creates an optimistic starting point for filling the science news void by scientists as science reporters.show less

Open access
3 Jan 2020 • Journal Article • European Journal of Teacher Education

Experiences of Preservice Teachers Exposed to Project-Based Learning

Dina Tsybulsky , Michal Gatenio-Kalush , Musa Abu Ganem , Etty Grobgeld

חוויות של פרחי הוראה שנחשפו ללמידה מבוססת פרוייקטים

מחקר איכותני זה בוחן את החוויות המשמעותיות של סטודנטים להוראה (n=76) מהמגזר היהודי והבדואי בלמידה מבוססת פרויקטים בה הם השתתפו במסגרת הקורסים הפדגוגיים שלהם. המטרה המרכזית של המחקר היא לגבש תובנות לגבי החוויות המשמעותיות של המשתתפים, כלומר: מחשבות, תחושות ורגשות אודות תהליך למידה מבוססת פרויקטים. איסוף הנתונים נעשה באמצעות 38 ראיונות עומק ו-152 דיווחים רפלקטיביים. ניתוח הנתונים נעשה השיטה איכותנית לניתוח תוכן. ממצאי המחקר סיפקו תיאורים מפורטים של חוויות המשתתפים בשני מישורים: (א) איכות החוויה; (ב) תוכן החוויה. המחקר תורם לידע אודות למידה מבוססת פרויקטים, גישה שמיושמת יותר ויותר במסגרות להכשרת מורים.

Abstract

This is a qualitative study that examines Jewish and Bedouin preservice teachers' (n = 76) meaningful experiences in a project-based learning framework, in which they participated as part of their pedagogical coursework. The main goal of the study is to gain insight into participants’ meaningful experiences, i.e. thoughts, feelings, and emotions related to the PBL…show more This is a qualitative study that examines Jewish and Bedouin preservice teachers' (n = 76) meaningful experiences in a project-based learning framework, in which they participated as part of their pedagogical coursework. The main goal of the study is to gain insight into participants’ meaningful experiences, i.e. thoughts, feelings, and emotions related to the PBL process. The data collection method consisted of 38 in-depth interviews and 152 reflective reports. Data were analysed according to the qualitative method for content analysis. Study findings provided detailed descriptions of participants’ meaningful experiences in two domains: (A) The Quality of the Experience; (B) The Content of the Experience. The study contributes to the pool of knowledge about PBL, an approach that is being increasingly implemented in teacher-training frameworks.show less

Full text
Jan 2020 • Journal Article • Advancing Educational Research With Emerging Technology

Linguistic Analysis of Science Teachers' Narratives Using AntConc Software

Yulia Muchnik-Rozanov , Dina Tsybulsky

Abstract

This chapter presents the linguistic analysis of science teachers' narratives regarding their worldviews in the digital age and their views of technology. The analysis was performed using Laurence Anthony's software AntConc, which is suitable for analyzing large data corpora. The language behavior of the following groups of teachers was analyzed by exploring three…show more This chapter presents the linguistic analysis of science teachers' narratives regarding their worldviews in the digital age and their views of technology. The analysis was performed using Laurence Anthony's software AntConc, which is suitable for analyzing large data corpora. The language behavior of the following groups of teachers was analyzed by exploring three distinctive linguistic markers: personal pronouns to study participants' foci of attention; emotion words, to measure the extent of their emotional immersion in the discourse; and semantic fields of specific word collocations. The results, based on the variations in the language behavior, indicated differences between the three groups of teachers' worldviews. In addition, the examination of the degree of descriptive elaboration, expressed through the use of sense, motion, and exclusion words, revealed similar levels of truthfulness in all three groups. The linguistic analysis, enhanced by various computational linguistic technologies available through the AntConc software, made it possible to identify implicitly conveyed thoughts and feelings, thereby affording a better understanding of complex education-related processes and phenomena.show less
2020 • Book Chapter • Deeper Learning, Dialogic Learning, and Critical Thinking

AugmentedWorld : A location-based question-generating platform as a means of promoting 21st-century skills

Shadi Asakle , Miri Barak

Abstract

This chapter introduces a new web-based platform named AugmentedWorld that was designed to allow science teachers and students to generate location-based multimedia-rich questions. A study among 98 pre-service science teachers indicated that deep learning of science concepts can be promoted by generating and solving interactive questions connected to a specific location…show more This chapter introduces a new web-based platform named AugmentedWorld that was designed to allow science teachers and students to generate location-based multimedia-rich questions. A study among 98 pre-service science teachers indicated that deep learning of science concepts can be promoted by generating and solving interactive questions connected to a specific location and real-world applications. The use of AugmentedWorld may foster ICT literacy, critical thinking, contextualization, and creativity – four essential skills required for 21st-century education. Our study shows that the method is most effective when using a taxonomy for question generation.show less