Thesis: Nissel, Harnessing of the “New Program in Sciences” from Gender Perspective in Israel

Nissel, Orly. Harnessing of the “New Program in Sciences” from Gender Perspective in Israel, PhD Thesis in pedagogy. Chișinău: Universitatea de Stat din Moldova, 2016.

 
URL: http://www.cnaa.md/en/thesis/23981/
 
Abstract

The aim of the research is setting of the theoretical and praxiological foundation of the Methodology of implementation of the new program in sciences from a gender perspective in educational institutions in Israel.

Objectives: analysis of the evolution of studies programs of Israel in the context of gender; establishing of connections between the curriculum in science, gender and students’ achievements; determining of the training components of the new science program of study aimed at integration of a gender dimension; experimental validation of the methodology of implementation of the new program in science from a gender perspective.

The scientific novelty of the research relies in the identification of tendencies of the school curriculum development from a historical and gender perspective; identification of factors and conditions related to the implementation of the new program in science from a gender perspective; determining of the perspectives and training components of the new program in science for integration of gender in the process; development of a Methodology to implement the new program in science from a gender perspective focused on: a Constructivist approach to learning, a Instructional Model to encourage girls students in science and technology, a Profile of excellent teacher who is gender-sensitive, a Instructive Model for parents.

The scientific problem solved in this research consists in setting of the a theoretical and methodological foundation of the Methodology of implementation of the new program in sciences from a gender perspective, reducing of gender stereotypes related to these subjects, and improving of students’ achievements.

Theoretical value of the research: the development of theory of educational curriculum by mainstreaming of a gender dimension in units / subjects in science through the integration, unification and and completion of the structural components of these areas; conceptualization of gender perspectives in the new program in sciences and technology; theoretical and praxiological modeling of the methodology of implementation of the new program in sciences and technology from a gender perspective; developing the concept of career guidance to girls and boys in science and technology by discovering their skills for professions related to science and technology.

Practical value of the research: The Methodology of the implementation of the new program in sciences from a gender perspective is an approach validated by experiment, is useful for improving educational activities of educational institutions, the relationship teacher-student-family. The research results are addressed and can be of real use for teachers, supervisors, trainers, parents and others interested in the field.

The implementation of the scientific results: was conducted in two schools in scientific technological reserve class in Jerusalem, where the researcher works as a teacher and as a trainer and were presented to trainers and managers in science, through papers at scientific national and international conferences, scientific publications, etc.
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New Article: David, PISA Results in Math and Science: A Comparison between Israel and Turkey

David, Hanna. “The PISA Results in Mathematics and Science: A Comparison between Israel and Turkey.” Journal for the Education of Gifted Young Scientists 3.1 (2015): 22-8.

 

URL: http://dx.doi.org/10.17478/JEGYS.2015111087

 

Abstract

Comparing the PISA 2012 achievements of Turkey and Israel in Mathematics and science has been an intriguing challenge. Israel was one of the first 12 countries taking part in the first International Mathematics assessment: The TIMSS 1963/4; it had the best achievements both in grade 4 and 8 (ibid). Turkey started participating in International evaluations only in 1999. Since the 1963/4 first international examinations, the Israeli situation has changed substantially by the 80ies, and not in any desirable direction. Turkey, on the other hand, has demonstrated a gradual, constant improvement in the PISA achievements – both in mathematics and science. In this study a brief comparison between these two countries will be presented regarding the achievement in the first decade of the 21st century. This article consists of three main parts: Why comparing Israel and Turkey?, Achievements comparisons between Israel and Turkey, and Why are the Israeli PISA 2012 results actually lower than reported.

 

 

New Article: Blonder and Rap, Exploring Israeli High School Chemistry Teachers’ Use of Facebook

Blonder, Ron, and Shelley Rap. “I like Facebook: Exploring Israeli High School Chemistry Teachers’ TPACK and Self-Efficacy Beliefs.” Education and Information Technologies (early view; online first).

 

URL: http://dx.doi.org/10.1007/s10639-015-9384-6

 

Abstract
The goal of this research was to examine how Israeli chemistry teachers at high school level use Facebook groups to facilitate learning. Two perspectives were used: Teachers’ TPACK (Technological Pedagogical Content Knowledge) and the self-efficacy beliefs of chemistry teachers for using CLFG (chemistry learning Facebook groups). Three different case studies were chosen and qualitative and quantitative research tools were used to learn about the teachers’ self-efficacy beliefs and knowledge. More specifically, a validated questionnaire for measuring teachers’ self-efficacy beliefs for using Facebook and for integrating Facebook into teaching was developed. We show that the initial beliefs (not based on a real acquaintance of Facebook) were replaced by more realistic efficacy-beliefs after the teachers started to work with the CLFG and that the technological support provided to each teacher, together with their mastery experience, supported the development of strong self-efficacy beliefs regarding the use of CLFG. Teachers’ TPACK was investigated by analyzing their interviews and the interactions in their CLFG. We found that the notion regarding what constitutes learning in the CLFG had not changed during the experiment but rather, the teachers knew better how they can facilitate this leaning. In addition they better integrated links to videos and visualizations that supported understanding abstract chemistry concepts. Interestingly, the intervention that was conducted did not influence teachers’ perceptions of learning; however, it was found to serve as an additional tool for supporting their self-efficacy beliefs by providing vicarious experience for the teachers. We therefore recommend performing a longer intervention in the future.