Department of Science Teaching 

Avi Hofstein, Head


The Department is composed of groups working in mathematics, physics, chemistry, computer science, earth and environmental sciences, life sciences, and science and technology for junior-high school. In all these areas there are extensive research and development projects, aimed at (1) studying science and mathematics learning and teaching and their development, (2) producing and implementing improved and up-to-date learning and teaching materials that integrate the use of modern technologies, and (3) providing professional development for teachers, all over Israel. Work is based on an underlying philosophy that considers curriculum development and implementation, teacher professional development, research and evaluation as an interrelated and continuous long-term activity. Research studies focus on cognitive, socio-cultural and affective aspects of learning, teaching and learning to teach science and mathematics, using various research methodologies: quantitative, qualitative and mixed methods.
The department operates three national centers for science teachers (chemistry, physics, and science and technology in junior high school) specializing in; the development of leadership among science teachers and in continuous professional development for science teachers using effective models. .


A. Arcavi

Research on cognitive characteristics of non academically oriented math students.
A. Arcavi, Dr. Ronnie Karsenty

Design of curriculum materials as a research based activity
A. Arcavi, Dr. Sue Magidson

Long-term design of a new curriculum for grades 10, 11 and 12 for non-academically oriented students.
A. Arcavi, Dr. Nurit Hadas


M. Ben-Ari 

Object-oriented programming in introductory computer science

Concurrent and distributed computation

Visualization and animation for computer science education
M. Ben-Ari, E. Sutinen

Understanding nondeterminism
M. Ben-Ari, M. Armoni

History and philosophy in science teaching


R. Even 

Mathematics education research and practice issues

Teacher learning, education and development (MANOR)

  1.  Education and advancement of providers of professional development for teachers

  2.  The development of research-, theory- and practice-based resource materials for use in teacher education

Mathematics teacher knowledge and teaching practice


B. Eylon

High school curriculum development

  1.  Translation and adaptation of selected units from the course "Visual Quantum Mechanics" developed by the Physics Education Research Group in Kansas State University.

  2.  Preparing texts and materials for elective units for physics majors (lasers, chaos). Using computerized networks (internet and intranet) for distance learning of these courses.

  3.  Development of modules for student activities in Mechanics, Electricity and Magnetism and Optics.

  4.  Development of modules for inquiry learning in the context of "mini-projects".

  5.  Development of a new course on Light and Waves for 10th and 12th grades.

  6.  Development of physics programs for the Arab population.

  7.  Elaboration of the national physics syllabus and the matriculation examinations.

  8.  Preparation of materials for e-learning in mechanics and electricity that can be used in various models that integrate in-class and distance learning of physics.

Research, evaluation and planning
B. Eylon, U. Ganiel

  1.  Research of problem-solving processes in high school physics.

  2.  Study of concept learning and misconceptions in high school physics.

  3.  Study of processes involved in integration of technology in physics learning.

  4.  Formative and summative evaluation of new courses.

  5.  Research and development of various strategies for integration of microcomputers in physics learning processes.

  6.  Investigation of learning processes and teaching methods in teacher training programs.

  7.  Study of long-term professional development of teachers and leader-teachers.

Application of microcomputers in physics teaching
B. Eylon, U. Ganiel

  1.  Development of open environments for promoting physics reasoning and inquiry learning.

  2.  Developing custom made programs for specific learning activities within the physics curriculum.

Teacher development: National center for physics teachers
B. Eylon, E. Bagno, U. Ganiel

  1.  In-service teacher training courses.

  2.  In-school projects for promoting the teaching of physics through the use of computers.

  3.  Long-term didactical courses introducing teachers to current research in physics education and its implications to the learning/teaching process.

  4.  Long-term frameworks for leader teachers: Three-year courses for basic training and forums for acting teacher-leaders.

  5.  Resource materials and frameworks for teacher development.

  6.  An annotated database of selected internet resources relevant to high school physics in Israel (in Hebrew).

  7.  One-day national conference and workshops for physics teachers in Israel.

  8.  A prize for outstanding teachers or teams of teachers (together with the physics department and the Amos de-Shalit fund).

Preparation of learning materials for 7-9 grade

  1.  Introduction to Science and Technology.

  2.  Vacuum and particles: The particulate model of matter.

  3.  About Fibers

  4.  Interactions, Forces and Motion

  5.  Scientific and Technological Communication.

  6.  Projects as Tools for Learning.

  7.  The Materials' Cycle in Earth's Crust.

  8.  The World of Water.

Computerized Materials

  1.  Computerized courses and resources for the teaching the topics of "Energy - a Multidisciplinary View", "Nutrition and Health", "Nature as a Model for Imitation - The Bionic Man".

  2.  Computer simulations for studying units dealing with "Systems".

  3.  A Computerized environment for analyzing videotapes of motion.

  4.  Computer programs accompanying the study of Earth-Sciences in grades 7-9.

  5.  Computer program accompanying the study of the "cell" as a longitudinal strand (with the Center of Educational Technology).

  6.  "The Golden Way" - A Navigational Tool for Project Based Learning in Science and Technology (with the Association for the Advancement of Science Education in the Upper Galillee).

In-service courses in science and technology for junior-high school teachers
B. Eylon, Z. Scherz, I. Hopfeld, N. Orion, O. Kedem, Y. Ben-Hur

  1.  Design and implementation of 3-year courses for teachers.

  2.  Preparation of leading science and technology educators.

  3.  Conducting regional long term activities in several regional teacher centers.

  4.  Conducting in-service teacher courses for the Arabic population.

  5.  A National Teacher Center for Juniour High School Teachers (in collaboration with Tel Aviv University).

Research and Evaluation
B. Eylon, Z. Scherz, N. Orion, S. Rosenfeld, U. Ganiel

  1.  Research on teacher and teacher-leader development in science and technology.

  2.  Investigation of various instructional strategies for understanding central concepts in the science and technology syllabus for junior-high school, and development of learning and thinking skills.

  3.  Investigation of project based learning (PBL) focusing on learning styles and the integrated development of concepts and skills.

  4.  Investigation of longitudinal development of conceptual frameworks and learning capabilities.

  5.  Investigation of learning through the course "systematic inventive thinking".


A. Hofstein

High school chemistry curriculum development and implementation
A. Hofstein, Rachel mamlok-Naaman, Miri Kesner

  1.  The development and implementation of text books and teachers' guide

  2.  Preparation of resources and units for the teaching of Industrial chemistry in Israel.

  3.  Development of new instructional techniques to teach chemistry in high schools.

  4.  Inquiry type experiments and

  5.  The use of internet for instruction.

  6.  Development of CAI (computer Assisst Instruction)

  7.  Development of introductory (basic) modules for a new syllabus in high school chemistry. (

  8.  Development of modules for non-science oriented students in high schools

Research and evaluation
A. Hofstein, R. Mamlok and M. Kesner

  1.  Formative and summative of curriculum units that are developed by the chemistry group and the science for all students

  2.  Teachers' and students' perceptions and attitudes towards science and technology.

  3.  Non science oriented students' conception of key ideas and concept in chemistry

  4.  The development of modules for non-science oriented students

  5.  Analysis of learning difficulties and misconception in chemistry in the Israeli Bagrut

  6.  The educational effectiveness of learning chemistry by using the web.

  7.  Misconception regarding bonding and structure of molecules

  8.  Assessment of students' perception of the chemistry classroom and laboratory learning environment

Professional development of science teachers (Bi national project with King's College London)
A. Hofstein, Bat-Sheva Eylon


N. Orion 

The outdoor as a learning environment

  1.  The educational role of the outdoor learning environment.

  2.  The cognitive contribution of the outdoor learning environment.

  3.  Development of in service training model for helping teachers to use the outdoor learning environment effectively.

  4.  Development of curriculum materials for the outdoor learning environment from K-12.

Earth and environmental sciences education: research, development and implemntation from K-12.

  1.  Research of cognitive aspects of learning earth and environemtal sciences.

  2.  Development of curriculum materials for all levels from K-12 based on formative evaluation studies.

  3.  Development of in service teachers training model for a deep changes in teaching focus and style.

  4.  Development of curriculum materials in earth sciences for all the learning environments: laboratory, outdoor, computer and classroom.

  5.  Development of a modules from K-8 based on the Earth systems approach.

  6.  Development and implementation of learning strategies for classes included high percentage of immegrants.


A. Yarden 

Learning using adapted primary literature: development of biological literacy among high-school biology students

  1.  Development and processing of scientific research papers as learning materials for high school biology students.

  2.  Development of instructional strategies for teaching and learning using scientific research papers.

  3.  Investigating the effect of various text genres on the formation of scientific literacy.

  4.  Characterizing the learning processes of adapted primary literature by high-school biology students.

  5.  Analysis of the benefits and challenges to teaching and learning using adapted primary literature.

The influence of learning bioinformatics in the high-school biology program on students understanding of basic genetic concepts

  1.  Development and implementation of learning materials in bioinformatics (http://stwww.weizmann.ac.il/bioinformatics/)

  2.  Studying the influence of learning modern genetics on students’ understanding of central genetic concepts.

  3.  Characterization of deep and surface approaches to learning genetics and bioinformatics.

Understanding of the relationships between cellular processes and function of multicellular organisms at the junior-high school level

  1.  Development and implementation of learning materials to teach and learn the living cell as a longitudinal axis.

  2.  Investigating students’ understanding of the relationships between the micro (cellular and molecular) level and the macro (organism) level when learning the cell topic as a longitudinal axis.

  3.  Analysis of experienced junior-high-school teachers’ PCK in light of teaching the living cell as a longitudinal axis.

Characterizing children’s spontaneous interests in science and technology

  1.  Identifying children's interests in science using questions sent to national and international Ask-A-Scientist sites.

  2.  Identifying Israeli teachers’ interests in science using questions sent to an Ask-A-Scientist site.

The effect of disciplinary identity on interdisciplinary learning