Department of Science Teaching

Bat Sheva Eylon, 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 two national centers for science teachers (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. In recent years the department is involved in EU projects aiming at enhancing science education both in the formal as well as in the informal level.


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. Armoni

Fundamental ideas in computer science: Identifying the core ideas of the discipline, examining their teaching and learning processes

  1.  Reductive thinking: Reduction as a tool for problem solving

  2.  Nondeterminism: a tool for abstraction

  3.  Reversing

  4.  Abstraction

Teaching the foundations of computer science to young students

  1.  Theoretical foundations of computer science

  2.  Basic concepts in algorithm and program design


M. Ben-Ari

Teaching and learning computer science
M. Ben-Ari, M. Armoni

Teaching concurrent programming with model checking


R. Even

The interactions among math curriculum, teachers, and classrooms

  1.  Teaching the Same Probability Syllabus in Classes of Different Levels

  2.  Using The Same Algebra Textbook in Different Classes

  3.  Junior-high school math curriculum and implementation

The professional education and development of mathematics teachers

  1.  Subject-matter Knowledge for Teaching Mathematics

  2.  Knowledge about Students for Teaching Mathematics

  3.  Educating Educators to Work with Practicing Secondary School Mathematics Teachers (MANOR)

  4.  ICMI Study on the Professional Education & Development of Teachers of Mathematics

Mathematics education research and practice issues


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".


D. Fortus

IQWST - Investigating and Questioning our World through Science and Technology
D. Fortus, J. Krajcik & L. Sutherland - University of Michigan, B. Reiser - Northwestern University

  1.  Coordinated curriculum materials

  2.  Scientific Practices

  3.  Literacy

  4.  Project-Based Science

  5.  Large-Scale Evaluation

  6.  Professional Development

Waldorf-Oriented Science Education

  1.  Anthroposophy

  2.  Learning Readiness

  3.  Habits of Mind

Enhancing Motivation to Learn Science

  1.  Policy Implementation

  2.  School Culture & Philosophy

  3.  Teaching Style

  4.  Curriculum

  5.  Assessment

  6.  Parents & Peers Inluence


A. Hofstein

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

  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

  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.  Development of argumentation skills in inquiry laboratories

  7.  Misconception regarding bonding and structure of molecules

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


N. Orion

The outdoor as a learning environment

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


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

Identifying means to make molecular biology less abstract for high school biology and biotechnology students

  1.  Characterizing the conditions and the components of animations, under which they are most effective in promoting comprehension of biotechnological methods.

  2.  Exploring the use of hands-on molecular biology activities in promoting high-school biology and biotechnology students' comprehension of molecular biology.


E. Yerushalmi

Development implementation and evaluation of a 2-year interdisciplinary program for high school chemistry and physics students on
E. Yerushalmi, A. Hofstein, S. Livne, Y. Roth, R. Blonder, A. Yarden, S. Safran, B. Eylon, B. Geiger

Instructional strategies intended to develop reflective problem solving skills in high school physics students
E. Yerushalmi, C. Singh, E. Cohen, E. Bagno, B. Eylon

  1.  Study of the effects of self-diagnosis tasks on learning from physics problem solving.

  2.  Development, implementation and evaluation of web-based test preparation modules aimed at organizing students? knowledge and developing awareness of common misconceptions (Mechanics, Electricity and Magnetism).

Development, implementation and research of long-term professional development frameworks for physics high school teachers
E. Yerushalmi, R. Safadi, E. Bagno, A. Rozen

  1.  Workshops for Arab high school physics teachers intended to develop reflective problem solving skills in their students through alternative assessment activities. Workshop approach: Collaborative inquiry into students' self diagnostic activities.

  2.  Models for collaborative action research workshops for high school physics teachers.

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

University physics faculty perceptions of learning and teaching problem solving.
E. Yerushalmi, C. Henderson, K. Heller, P. Heller, V. Quo, E. Cohen