Publications
2020
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(2020) STEM Teachers and Teaching in the Digital Era:Professional Expectations and Advancement in the 21st Century Schools. p. 65-89 Abstract
Programs of Professional Learning Communities (PLCs) are gradually becoming significant frameworks for enhancing teachers’ professional development and for elevating students’ performances and motivation. This study discusses theoretical and practical perspectives manifested in the design and enactment of innovative middle-school science and high-school physics PLCs: ‘Research-Practice Partnerships (RPPs)', ‘Scholarship of Teaching and Practitioner Research’, and ‘Boundary Crossing’. The PLCs were carried out as a collaboration between academic teams at the Weizmann Institute of Science in Israel and practitioners, and involved sharing and collaborative analysis of teachers’ practice and students’ learning. Exemplary case studies, carried out in the middle school science and physics high school PLCs, demonstrate main characteristics of these PLCs. The study on the processes and outcomes of the PLCs indicates that teachers became more attentive to students’ conceptual understandings and needs. Teachers enriched their pedagogical content knowledge, their content knowledge, and their reflective stances towards their practice. A top-down approach, which characterized the initial interactions in the PLCs, has been gradually transformed into interactions and collaborative learning, leading to a ‘change in roles’, which involved a more symmetric sharing of responsibilities between the participants. These interactions within the PLCs created an evolving ʼnetwork model’ of knowledge transmission.
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(2020) STEM Teachers and Teaching in the Digital Era:Professional Expectations and Advancement in the 21st Century Schools. p. 159-184 Abstract
Teacher-leaders play a major role in promoting science education reforms, in teachers’ Professional Development (PD) and in the development of effective Professional Learning Communities (PLCs). However, the PD of the teachers-leaders themselves is rarely discussed in the literature. This study examined the PD of high-school physics teacher-leaders in a national program of Professional Learning Communities (PLCs), along with the factors that affected their PD. The teacher-leaders participate in a PLC led by a team from the Weizmann Institute of Science, while they simultaneously lead regional PLCs of high-school physics teachers all over Israel. The program addresses the challenges of teaching physics, promotes implementation of learner-centered instructional strategies, and provides opportunities for teachers to examine collaboratively their teaching and their students’ learning. In order to study the professional growth of the teacher-leaders, and to identify the factors that motivated, contributed to, or inhibited their professional growth, we extended the Interconnected Model of Clarke and Hollingsworth (Teach Teac Educ 18(8):947-967, 2002) and adjusted it to the professional world of physics teacher-leaders. Three teacher-leaders were chosen as case studies. We studied the changes in their knowledge, attitudes, and practice in the context of a new learner-centered instructional strategy, along with the factors that affected these changes.
2019
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(2019) Mathematics in Physics Education. p. 317-331 Abstract
Problem-solving plays a central role among the various manifestations of the interrelations between physics and mathematics in the high-school physics classroom. Research on the problem-solving habits of physics high-school students shows that they often start and end solving problems by looking for seemingly relevant formulas, thus decrementing the development of their physics understanding. From another perspective, teachers were found to employ in their teaching different phys-math patterns which share in common one aspect: they all begin from physics (qualitatively) before moving on to mathematics. Here we describe a study on the use of a classroom activity (“Starting with Physics”) that attempts to motivate students to employ, when solving problems, physics concepts and principles before using formulas and other mathematical manipulations technically. Students receive only the first part of a problem consisting of a textual description of a phenomenon and the relevant mathematical information, without any subsequent questions. They are asked to describe and explain the phenomenon by using physics concepts and principles without using equations. A study was carried out in physics high-school classes that used this activity. The findings indicate that most of the students managed to adequately describe the events using appropriate physics concepts and principles and that the mathematics that they utilized helped them promote their physics understanding. The students were cognizant of the rationale of the activity’s design and its important contribution to their learning. This activity is highly appreciated by physics teachers. They claim that it emphasizes the common underlying physical principles of apparently different problems and supports problem-solving in physics. However, it is necessary to carry it out with the same students several times in order to bring about its habitual use.
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(2019) Concepts, Strategies and Models to Enhance Physics Teaching and Learning. p. 181-192 Abstract
Mathematics and physics show a complex interplay. This implies a special role of mathematics in physics as well as in physics education. Here, mathematics seems mostly to be present in the use of formulae and to play an important role in routine problem solving. However, beyond a technical role of mathematics also its structural role, providing insight into the nature of physics, is important for scientific literacy. This aspect leads to the question which views on the interplay teachers have, what guides them in enacting suitable teaching learning processes in the classroom, and which strategies they apply in order to introduce and facilitate the use of mathematics (diagrams and algebraic expressions) in physics lessons. This question was tackled from two sides: inductively by empirical research, and deductively by theoretical analysis. In a first step theoretical considerations led to a model describing specific aspects of pedagogical content knowledge required for adequately teaching the interplay of mathematics and physics. In order to validate it and to identify typical views of teachers half structured interviews with teachers of mathematics and physics of different degree of experience were conducted. The questions were very open in order to explore the field and obtain a wide range of views. From the interviews we could identify several types of teachers’ views differing in the importance they give to the technical or structural role of mathematics.
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(2019) Mathematics in Physics Education. p. 269-291 Abstract
In this chapter the role of teachers in teaching mathematization is discussed. As a basis a model for the pedagogical content knowledge, specifically adapted for the role of mathematics in physics, was developed and validated with an interview study with experienced physics teachers. Different foci of teachers with respect to their teaching strategies are being identified.
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(2019) Mathematics in Physics Education. p. 335-353 Abstract
Physics and mathematics are heavily interwoven in the context of physics education at many levels. Research in physics education indicates that insufficient knowledge of the “Phys-Math” interplay may reflect on the quality of the learners’ explanations of physical phenomena, their ability to construct mathematical models of physical processes, or on their ability to describe the physical meaning of mathematical constructs (Clement et al. 1981; Cohen et al. 1983; Rozier S, Viennot L. Int J SciEdu 13:159–170, 1991; Rebmann and Viennot 1994; Bagno E, Eylon B,Berger H. Phys Edu 43(1):75–82, 2007; Redish EF, Smith KA. J Eng Edu97(3):295–307; Baumert et al. 2010; Zuccarini and Michelini 2014).
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(2019) Proceedings of the Physics Education Research Conference (PERC). Traxler A., Wolf S. & Cao Y.(eds.). p. 235-238 Abstract
We studied the learning of high-school physics teacher-leaders in a national Professional Learning Communities (PLCs) program that operates using a "Fan Model": the teacher-leaders' PLC is led by a team from the Weizmann Institute of Science, while they simultaneously lead regional PLCs of physics teachers all over Israel. The learning sequence of one learner-centered activity was chosen as the context for this study. We developed a theoretical framework: Physics Knowledge for Teaching and Leading (PKTL), which we used for a micro-level discourse analysis, together with the Knowledge Integration (KI) perspective. The results show that the evidence-based learning of a new learner-centered activity fostered the learning of physics and a rich array of other aspects of teacher-leaders' knowledge. The teacher-leaders' PLC turned out to be a meaningful, supportive, and enriching learning environment. We suggest that our program can serve as an effective model for the professional development of both teacher-leaders and teachers in regional PLCs.
2017
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(2017) Key Competences in Physics Teaching and Learning:Selected Contributions from the International Conference GIREP EPEC 2015, Wrocław Poland, 6–10 July 2015. p. 95-104 Abstract
The interrelations between Physics and Mathematics caught the attention of the physics education research community. Focusing mainly on students and teachers competency, the research in physics education (PER) found that learners, at different ages and levels, lack the ability to construct the mathematical models of physical processes or to describe the physical meaning of mathematical constructs. Mathematical knowledge was also found to reflect on the quality of explanations of physical phenomena. (Clement et al. 1981; Cohen et al. 1983; Rozier and Viennot in International Journal of Science Education 13: 159-170, 1991; Rebmann and Viennot 1994; Bagno et al. in Physics Education 43(1): 75-82, 2007; Redish and Smith in Journal of Engineering Education 97(3): 295-307, 2008; Baumert et al. 2010; Zuccarini and Michelini 2014). The approach that underlines our study adopts the view that the context of physics teaching invites investigating the interplay between physics and mathematics. This "Phys-Math" interplay is regarded as a complex two ways track by which the knowledge and understanding of physics is constructed by learners. Our multi-national group examines this subject from various perspectives: history and philosophy of science as well as its instruction in different levels from high school to university (Eylon et al. 2010; Pospiech and Matthias 2011; Lehavi et al. 2013; Pospiech et al. 2014, 2015). The present study follows our previous research in which we addressed, through interviews, the "Phys-Math" PCK of expert high school physics teachers from Israel and Germany (Lehavi et al. 2013, 2015; Pospiech et al. 2015). Here we report on a study which follows this research by analysing data collected from classes. The data was collected by videotaping physics lessons at middle school level. The videotapes were analysed, looking specifically for incidents in which Phys-Math interplay is evident.
2015
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(2015) Computers & Education. 87, p. 10-23 Abstract
College and high-school students face many difficulties when dealing with physics formulas, such as a lack of understanding of their components or of the physical relationships between the two sides of a formula. To overcome these difficulties some instructors suggest combining simulations' design while learning physics, claiming that the programming process forces the students to understand the physical mechanism activating the simulation. This study took place in a computational-science course where high-school students programmed simulations of physical systems, thus combining computer science (CS) and mathematics with physics learning. The study explored the ways in which CS affected the students' conceptual understanding of the physics behind formulas. The major part of the analysis process was qualitative, although some quantitative analysis was applied as well. Findings revealed that a great amount of the time was invested by the students on representing their physics knowledge in terms of computer science. Three knowledge domains were found to be applied: structural, procedural and systemic. A fourth domain which enabled reflection on the knowledge was found as well, the domain of execution. Each of the domains was found to promote the emergence of knowledge integration processes (Linn & Eylon, 2006, 2011), thus promoting students' physics conceptual understanding. Based on these findings, some instructional implications are discussed.
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(2015) Teaching/Learning Physics: Integrating Research into Practice. p. 893-900 Abstract
That mathematics is the "language of physics" implies that both areas are deeply interconnected, such that often no separation between "pure" mathematics and "pure" physics is possible. To clarify their interplay a technical and a structural role of mathematics can be distinguished. A thorough understanding of this twofold role in physics is also important for shaping physics education especially with respect to teaching the nature of physics. Herewith the teachers and their pedagogical content knowledge play an important role. Therefore we develop a model of PCK concerning the interplay of mathematics and physics in order to provide a theoretical frame for the views and teaching strategies of teachers. In an exploratory study four teachers from Germany and four teachers from Israel have been interviewed concerning their views and its transfer to teaching physics. Here we describe the results from Germany. Besides general views and knowledge held by all or nearly all teachers we also observe specific individual focus depending on the teachers' background and experiences. The results fit well into the derived model of PCK.
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(2015) p. 843-852 Abstract
The present study examined the intertwining of physics and mathematics within the context of physics teaching (Phys-Math interplay) through interviews conducted with experienced high school physics teachers from two countries. The teachers were asked about their views with regard to the importance of the topic at hand and to provide examples of how they address it in their teaching. The examples were categorized and fitted to an adopted theoretical PCK framework. Implications with regard to physics teaching were suggested.
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An online community of physics teachers as a professional development framework(2015) INTED2015 Proceedings. p. 5068-5077 Abstract
Research shows that professional learning communities of teachers support their professional development.We operate ten learning communities of high-school physics teachers, spread all over the country, who meet face to face once in two weeks during the whole school year. Since the framework of these face to face communities was found to promote teachers' professional development, we decided to adopt it to an on line community, thus enabling more teachers to participate. The face to face community meetings aim to promote: 1) learner-centered teaching strategies; 2) motivating students to choose physics learning in high school (e.g.: through hands on experiments, cool short videos, physics in daily life); 3) deepening teachers pedagogical and content knowledge. In order to achieve these goals, we use activities which encourage participants to be active and productive during the meetings and intertwine individual, small group work and plenum discussions. The pedagogical design of the activities enhances also the process of "Knowledge Integration". The activities of the online community are based on the activities implemented in the face to face communities, and design principles derived from recommendations of the literature about effective technology-based learning environments. We enact the online community using a blended program: two face to face meetings and synchronous online meetings (a total of thirty academic hours), taking place once in two weeks during the whole school year. The technological tools we use include a video conferencing platform which enables: full screen view for discussion sessions; sharing contents; small groups work in separates rooms, with the option for the teacher leaders to join each group. In addition we use knowledge sharing tools to support collaborative learning to encourage discussions and reflection about theoretical and pedagogical practices. During the first year of the research we designed and developed the model, applying a participatory design methodology. The design team included physics education and educational technology experts; physics teacher leaders and physics teachers. During the second year and third (current) year we have operated, explored and refined the model. Our Research goals are: 1) to explore teachers' professional development as a result of their participation in the online community; 2) to explore the process of forming a learning community. We collected and analyzed video recordings of the community meetings, interviews and feedback questionnaires. Findings indicate that teachers' participation in the on line community enabled them to be active and productive over the course of the meetings. Being a part of the community, provided teachers with the feeling that they are not working alone. On the contrary, they have the opportunity to consult, discuss and share. In addition, teachers implemented in their classrooms activities they experienced in the meetings. For some of the teachers this was the only possibility to benefit from belonging to a physics teachers learning community. We will present a model of creating and operating an online learning community of teachers, and findings that indicate that the model supports teachers' professional development and the creation of a community. This research contributes to the current body of knowledge regarding teachers' professional development within the framework of an online community.
2013
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(2013) Journal of Science Education and Technology. 22, 4, p. 463-474 Abstract
A troubleshooting activity was carried out by an e-tutor in two steps. First, students diagnosed a mistaken statement and then compared their diagnosis to a teacher's diagnosis provided by the e-tutor. The mistaken statement involved a widespread tendency to over-generalize Ohm's law. We studied the discourse between pairs of students working with the e-tutor to examine whether and how the activity attained its objective of engaging students in knowledge integration processes; namely to elicit students' ideas, add scientifically acceptable or non-acceptable ideas and support them in developing criteria to sort out their ideas. We focus here on two case studies involving a pair of students with high prior knowledge and a pair with poor prior knowledge. The micro-analysis of these two pairs shows how the activity triggered students to explicate multiple alternative interpretations of the principles and concepts involved and attempts to align conflicting conceptions. We discuss how successive emendations gradually culminated in the elaboration of the students' understanding of these concepts.
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אינטגרציה של ידע: פרספקטיבה קונסטרוקטיביסטית ללמידה והוראה, דוגמאות מתחום הפיזיקה(2013) ללמוד, להבין, לדעת : מסע בנתיבי ההוראה הקונסטרוקטיביסטית. p. 194-233 Abstract
על רקע אי-הנחת מהתנהלותה של מערכת החינוך התפתח בשני העשורים האחרונים מגוון עצום של אסטרטגיות הוראה, שהדומיננטיות שבהן נגזרו מאותה מסגרת מושגית: תאוריית-על המכונה בשם הכולל "קונסטרוקטיביזם" ומדגישה את אופייה הפעיל של הלמידה. אולם אף שבמישור התאורטי שוררת כיום תמימות דעים באשר לטבעה האקטיבי והתובעני של הלמידה האנושית, נותר הקונסטרוקטיביזם בגדר מסגרת פילוסופית יותר מאשר תאוריה בהירה המאפשרת לתכנן סביבה לימודית ואסטרטגיות הוראה מפורטות.מטרת קובץ המאמרים הנוכחי היא לדון ביתרונות ובחסרונות של הגישה הקונסטרוקטיביסטית ובהשלכותיה על הוראה ולמידה. בימים אלה, שבהם אין חולק הן על מצבם העגום של בתי הספר ומוסדות ההשכלה הגבוהה בישראל והן על חשיבותו של החינוך כמשאב לאומי ראשון במעלה, יש צורך תמידי בחיפוש אחר סביבות למידה המעודדות חשיבה יצירתית ופתרון בעיות מורכבות. הספר מציג בפני קוראיו קשת רחבה של דוגמאות ויישומים של התאוריה הקונסטרוקטיביסטית בתחומי דעת שונים, שהמשותף לכולם הוא חתירה לקראת הוראה פעילה ולמידה משמעותית. [תקציר של הספר]
2010
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The interplay of physics and mathematics in a graduate quantum mechanics course for physics teachers(2010) p. 138-144 Abstract
The present study was carried out in the context of a QM course for physics teachers participating in the Weizmann-Rothschild MSc program for excellent teachers. The physics courses in the program were especially designed for the teachers, and the interplay of mathematics and physics played a central role. The study investigated the goals of the course as conceived by the instructor, the intended plan for its implementation, the changes that were introduced along the semester in response to the feedback and the learning outcomes. The data-sources included observations, interviews, group discussion, oral and written feedback and a conceptual questionnaire based on the QMVI and the QMCS [1, 2]. The findings indicated that the instructor made a very clear distinction between the goals of this course and those of a graduate QM course for future scientists. The instructor reduced the level of mathematics and emphasized the conceptual ideas behind the mathematics ("developing sense of understanding"); he adapted a historical approach and elaborated on the logic behind the formulas. During the course both the instructor and the TA supported the teachers in mathematical aspects and responded dynamically to their needs by changing the assignments and the assessments. In spite of the reduced mathematical level, teachers' achievement in the conceptual questionnaire was similar to those of other groups reported in the literature. The teachers indicated that the course developed their confidence in coping with mathematical challenges and made them more aware of their students' needs.
2008
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(2008) Journal of Science Education and Technology. 17, 4, p. 399-409 Abstract
The present study examined continuity of learning between face-to-face and online environments in a "blended" professional development program designed for 16 physics teachers. The program had nine face-to-face meetings as well as continuous online exchanges between them through a website. The program focused on "knowledge integration" (KI) innovative activities in physics classes using an "evidence-based" approach: The teachers implemented the activities, collected and analyzed data about their practice and their students' learning, and reflected on the evidence with their peers. Five reflective tools were used to promote continuity: Your Comments, Hot Polls, Smashing Sentences, Hot Reports, and Mini Research. Continuity was assessed with regard to the ideas discussed by the teachers and the reasoning patterns that they employed. Analysis of the online exchanges in relation to teachers' face-to-face discourse revealed that the teachers discussed the same ideas (KI, evidence and learner-centered pedagogies), employed the same reasoning patterns (e.g., forming generalizations), and extended ideas in re-visitation. The online and face-to-face environments played different and complementary roles in the teachers' learning. This study shows that appropriate use of an online environment in a blended program can lead to a continuous course of learning and can transform a "9 once-a-month-meetings" workshop into a "9-month" workshop.
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(2008) International Journal of Science Education. 30, 5, p. 619-641 Abstract
We describe an evidence-based continuing professional development programme on knowledge integration (KI) for high-school physics teachers. Sixteen teachers participated in the year-long programme (about 40 face-to-face lessons and in-between computerised interactions). The teachers experienced the KI activities as learners and then engaged in an 'evidence-based' approach, i.e. implemented the activities in their classes, collected data about teaching and learning, analysed the data, and discussed the evidence collaboratively. The study investigated teachers' learning throughout the programme as reflected in the collective discourse held during the meetings by examining the ideas that were raised and how they were influenced by the evidence-based approach. The discourse reflects progress in teachers' tendencies and abilities to continuously find out about individual students' learning, and to adopt 'learner-centred' views. These views of teaching and learning related to the importance and legitimacy of students' learning from peers, the need to listen carefully to students' ideas and reflections, and the need to use a variety of methods for investigating students' learning in order to plan teaching. Importantly, teachers realised the need for the KI activities and their advantages. They were more willing to adapt them with required customisations. The evidence-based approach triggered two central reasoning patterns influencing teachers' learning: contrasting expectations with facts and making generalisations. Towards the end of the programme, the teachers realised the general importance of the evidence-based approach, beyond its support of the particular domain of KI, and they concluded that examination of their practice is a powerful tool for enhancing their teaching as well as their students' learning.
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Meeting the challenge of students' understanding of formulae in high-school physics: A learning tool(2008) Physics Education. 43, 1, p. 75-82 Abstract
In this paper we describe a diagnostic study to investigate students' understanding of two basic formulae in physics. Based on the findings of the study, we have developed a classroom activity focused on the interpretation of formulae. The activity was developed cooperatively by physics education researchers and high-school physics teachers and was tried out in the teachers' classrooms. We describe the activity and present findings about students' attitudes towards the activity and the progress in students' understanding of three formulae.
2007
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(2007) Physics Education. 42, 1, p. 45-49 004. Abstract
Many teachers would agree that not all their A-level students appreciate the beauty of physics or enjoy solving complex problems. In this article, we describe a photo-contest activity aimed at narrowing the gap between physics and students. The photo contest, involving both students and teachers, is guided by the National Center of Physics Teachers in Israel. Students were requested to photograph a natural or contrived phenomenon, explain it using physical concepts and principles, present it to their classmates and finally submit the photographs to be judged by other students, teachers and a central committee consisting of experts, photographers and physicists. Seven teachers whose students were involved in the photo contest were interviewed. Teachers reported that, although only a few students presented their photos to the contest, many others were involved in various stages of the contest. The teachers were surprised to discover that the participating students were not necessarily the traditional high-achievers. All the teachers interviewed integrated the photographs into their regular physics lessons.
2006
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(2006) Journal of Science Education and Technology. 15, 3-4, p. 215-219 Abstract
Misconceptions among students studying physics have been widely reported in the research literature. Many teachers are not acquainted with this literature. Moreover, many of them claim that only weak students have misconceptions. This paper reports on an online activity focusing on misconceptions of students regarding Newton's 3rd Law, that is being carried out through the website of the National Center of Physics Teachers. The aims of the activity are: (1) To convince the teachers that sometimes difficulties in understanding concepts do not stem from the inability of certain students to understand the concept, but rather because of misconceptions in physics. (2) To present the teachers with the findings of studies on physics instruction that deal with the concepts under discussion. (3) To convince the teachers to try out new, innovative teaching strategies.
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(2006) Physical Review Special Topics-Physics Education Research. 2, 2, 020106. Abstract
How can one increase the awareness of teachers to the existence and importance of knowledge gained through physics education research (PER) and provide them with capabilities to use it? How can one enrich teachers' physics knowledge and the related pedagogical content knowledge of topics singled out by PER? In this paper we describe a professional development model that attempts to respond to these needs. We report on a study of the model's implementation in a program for 22 high-school experienced physics teachers. In this program teachers (in teams of 5-6) developed during a year and a half (about 330 h), several lessons (minimodules) dealing with a topic identified as problematic by PER. The teachers employed a systematic research-based approach and used PER findings. The program consisted of three stages, each culminating with a miniconference: 1. Defining teaching and/or learning goals based on content analysis and diagnosis of students' prior knowledge. 2. Designing the lessons using PER-based instructional strategies. 3. Performing a small-scale research study that accompanies the development process and publishing the results. We describe a case study of one of the groups and bring evidence that demonstrates how the workshop advanced: (a) Teachers' awareness of deficiencies in their own knowledge of physics and pedagogy, and their perceptions about their students' knowledge; (b) teachers' knowledge of physics and physics pedagogy; (c) a systematic research-based approach to the design of lessons; (d) the formation of a community of practice; and (e) acquaintance with central findings of PER. There was a clear effect on teachers' practice in the context of the study as indicated by the materials brought to the workshop. The teachers also reported that they continued to use the insights gained, mainly in the topics that were investigated by themselves and by their peers.
2001
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Towards professional development of physics teachers: From national to regional leadership(2001) Physics teacher education beyond 2000: International Conference. p. 113-118 Abstract
2000
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(2000) American Journal of Physics. 68, 7 SUPPL. 1, p. S16-S26 Abstract
The traditional teaching of physics in separate domains leads to a fragmented knowledge structure that has an adverse effect on the comprehension and recall of the central ideas. We describe a new program: MAOF ("overview" in Hebrew), which relates large parts of mechanics and electromagnetism to each other via the key concepts of field and potential, and at the same time treats students' conceptual difficulties. The MAOF program can accompany any conventional course in mechanics and electromagnetism as part of the review process. The instructional model integrates problem solving, conceptual understanding, and the construction of a knowledge structure. It consists of five stages: solve, reflect, conceptualize, apply, and link. In order to construct the relationships within a domain, students solve simple and familiar problems, reflect on their solution methods, identify the underlying principles, and represent them in visual form, forming concept maps. Additional activities deal with conceptual difficulties and application of the information represented in the concept map. The maps are constructed at different levels of detail and are applied in further problem solving. Students who studied with MAOF significantly improved their understanding of central ideas associated with fields and potentials. They improved their understanding of the relationship between general concepts and their examples, and could better solve familiar and unfamiliar problems using these concepts.
1997
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(1997) American Journal of Physics. 65, 8, p. 726-736 Abstract
An investigation of students' knowledge after a traditional advanced high-school course in electromagnetism shows deficiencies of their knowledge in three major areas: (1) the structure of knowledge - e.g., realizing the importance of central ideas, such as Maxwell's equations (expressed qualitatively); (2) conceptual understanding - e.g., understanding the relationships between the electric field and its sources; and (3) application of central relationships in problem solving. To remedy these deficiencies we propose an instructional model which integrates problem solving, conceptual understanding and the construction of the knowledge structure. The central activity of the students is a gradual construction of a hierarchical concept map organized around Maxwell's equations as central ideas of the domain. The students construct the map in five stages: (1) SOLVE - they solve a set of problems that highlight the central ideas in the domain; (2) REFLECT - they reflect on the conceptual basis of their solutions; (3) CONCEPTUALIZE - they perform activities that deal with relevant conceptual difficulties; (4) APPLY - they carry out complex applications; (5) LINK - they link their activities to the evolving concept map. This integrative model (experimental treatment) was compared to an isolated treatment of drill and practice or treatment of conceptual difficulties without linkage to the proposed knowledge structure. The comparison shows that students in the experimental treatment performed better than the other students on measures of recall, conceptual knowledge and problem solving. Students in the experimental treatment were also able to transfer and extract central ideas in a domain different than physics.
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(1997) Proceedings Of International Conference On Undergraduate Physics Education. 399, p. 299-326 Abstract
New approaches to the teaching of physics, influenced by insights of research on learning and teaching, require teachers to extend their existing practices as well as undergo fundamental changes in their views about learning goals, teaching/learning methods, and their role in the classroom. Teachers need not only a thorough understanding of the subject matter, but also knowledge about learning processes and students' reasoning; how to relate to students' ideas in their teaching and how to create student-centered learning environments. Since learning is a slow process, it is essential to allow time for teachers to learn in a meaningful way. The real context of teaching and on-going guidance are important ingredients in programs that would allow teachers to change their existing practices. These conditions are not met neither by short-term in service courses, nor by pre-service programs. Long-terms in-service programs as a part of an on-going long-life professional development, are necessary. We outline a framework characterizing the professional teacher, as a basis for designing in-service programs. These characteristics include: The motivation to develop professionally, professional knowledge, skills for independent professional development, practical knowledge and a reference group of other professionals. We describe two examples of inservice programs for physics teachers in Israel with reference to this framework of professional development, and report on some preliminary results of their evaluation. One of the programs is aimed at leading teachers and is designed accordingly to develop the professional teacher as well as the professional leader. We conclude with some recommendations for the design of in-service programs for physics teachers.
1995
1993
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Integrating domains of physics: Learning strategies and the role of teachers(1993) Abstract
Traditionally, physics is taught in high schools according to domains: mechanics, electricity, magnetism, optics, etc. A survey of 30 textbooks from all over the world indicates that 20 of the textbooks present each domain as a completely isolated unit. As a result, students studying from such textbooks are exposed to domains in physics serially, i.e., one after the other.Our studies and those of others (Bagno, Eylon & Ganiel, 1993; Van Heuvelen, 1991; Iran-Nejad, McKeachie & Berliner, 1990; Bicak & Bicak, 1990; Anderson & Botticelli, 1990; Burkhard, 1987; Perry & Miller, 1970) have shown that knowledge acquired by students studying in this manner is fragmented. Students lack a knowledge structure containing the relationships between the central concepts of physics and between the various studied topics. In addition, it is known that students encounter various difficulties both in comprehending basic concepts and also in applying acquired knowledge to problem solving (e.g., de Jong & Ferguson-Hessler, 1986; Eylon & Reif, 1984; Heller & Reif, 1984). In the long term, the knowledge of many of the students deteriorates into a number of partial equations and the concepts are represented by meaningless labels.
1989
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(1989) תהודה : עלון למורה הפיסיקה. 13, 1, p. 19-28 Abstract
בשנת 1988 יצאה לאור מהדורה מתוקנת של החוברת "ארגון מושגים באלקטרומגנטיות", המיועדת לתלמידים הלומדים פיסיקה ברמה של 4-5 י"ל. החוברת משמשת חזרה מבהירה ומסכמת של חומר הלימוד בחשמל, מגנטיות והשראה אלקטרומגנטית.