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One Hundred Years of Women in Chemistry in the 20th Century [chapter]

Rachel Mamlok-Naaman, Ron Blonder, Yehudit Judy Dori, Yehudit Judy Dori
<span title="">2011</span> <i title="SensePublishers"> Celebrating the 100th Anniversary of Madame Marie Sklodowska Curie&#39;s Nobel Prize in Chemistry </i> &nbsp;
<span class="external-identifiers"> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1007/978-94-6091-719-6_7">doi:10.1007/978-94-6091-719-6_7</a> <a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/wqqzdhzcdvg7fhptuyro2xgm24">fatcat:wqqzdhzcdvg7fhptuyro2xgm24</a> </span>
<a target="_blank" rel="noopener" href="https://web.archive.org/web/20170809112223/http://static.springer.com/sgw/documents/1446515/application/pdf/978-94-6091-719-6_7_One+Hundred+Years.pdf" title="fulltext PDF download" data-goatcounter-click="serp-fulltext" data-goatcounter-title="serp-fulltext"> <button class="ui simple right pointing dropdown compact black labeled icon button serp-button"> <i class="icon ia-icon"></i> Web Archive [PDF] <div class="menu fulltext-thumbnail"> <img src="https://blobs.fatcat.wiki/thumbnail/pdf/65/80/6580fe871ee17d060039eaaf75095dd2ca2b6b18.180px.jpg" alt="fulltext thumbnail" loading="lazy"> </div> </button> </a> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1007/978-94-6091-719-6_7"> <button class="ui left aligned compact blue labeled icon button serp-button"> <i class="external alternate icon"></i> Publisher / doi.org </button> </a>

Career Choice of Undergraduate Engineering Students

Hagit Mishkin, Niva Wangrowicz, Dov Dori, Yehudit Judy Dori
<span title="">2016</span> <i title="Elsevier BV"> <a target="_blank" rel="noopener" href="https://fatcat.wiki/container/trfcnrckdvgftcxiz3i6lginty" style="color: black;">Procedia - Social and Behavioral Sciences</a> </i> &nbsp;
Choosing engineering as a profession has traditionally not been a top priority among women. Based on the theory of planned behavior (TPB), choice is contingent upon attitudes, subjective norms, and perceived behavioral control, all of which influence behavior. Our research aimed at determining whether the frequencies of these three factors are the same or different among women and men choosing engineering careers. We examined the set of three TPB factors for 330 undergraduate engineering
more &raquo; ... s majoring in information and systems engineering and computer science. We asked the students what had led them to choose a future engineering career. Analyzing each response for recurring TPB factors and sub-factors, which were identified and validated, we found that undergraduate female students who did not express the attitudes factor in their statements are influenced by the subjective norm factor more than men. At a higher resolution, women are significantly more influenced than men by other people. Our study contributes to advancing our understanding about gender-dependent career choice by exploring factors and sub-factors that expand on TPB. These factors and sub-factors can serve researchers interested in developing tools for encouraging women to choose and retain STEM careers.
<span class="external-identifiers"> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1016/j.sbspro.2016.07.033">doi:10.1016/j.sbspro.2016.07.033</a> <a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/7gp5hkoz2zhajikp3hkgu3bzhe">fatcat:7gp5hkoz2zhajikp3hkgu3bzhe</a> </span>
<a target="_blank" rel="noopener" href="https://web.archive.org/web/20190222070112/https://core.ac.uk/download/pdf/81987338.pdf" title="fulltext PDF download" data-goatcounter-click="serp-fulltext" data-goatcounter-title="serp-fulltext"> <button class="ui simple right pointing dropdown compact black labeled icon button serp-button"> <i class="icon ia-icon"></i> Web Archive [PDF] <div class="menu fulltext-thumbnail"> <img src="https://blobs.fatcat.wiki/thumbnail/pdf/0e/01/0e01c1ea633e4bd1b9da04f20b0b2bf579af3175.180px.jpg" alt="fulltext thumbnail" loading="lazy"> </div> </button> </a> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1016/j.sbspro.2016.07.033"> <button class="ui left aligned compact blue labeled icon button serp-button"> <i class="unlock alternate icon" style="background-color: #fb971f;"></i> elsevier.com </button> </a>

Transactional distance in an undergraduate project-based systems modeling course

Niva Wengrowicz, Yehudit Judy Dori, Dov Dori
<span title="">2014</span> <i title="Elsevier BV"> <a target="_blank" rel="noopener" href="https://fatcat.wiki/container/w5jcgie76rehrmy3uf2hriydla" style="color: black;">Knowledge-Based Systems</a> </i> &nbsp;
Dori and Belcher [11] claimed that science teaching that uses the visual and verbal channels together can enhance learning and understanding processes and improve students' learning outcomes.  ...  Object-Process Methodology (OPM), developed by Dori [9] , is a holistic graphical and textual paradigm for the representation and development of complex systems in a formal yet intuitive framework.  ... 
<span class="external-identifiers"> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1016/j.knosys.2014.05.022">doi:10.1016/j.knosys.2014.05.022</a> <a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/vs5dl7gnmvdo7odznmssjsexya">fatcat:vs5dl7gnmvdo7odznmssjsexya</a> </span>
<a target="_blank" rel="noopener" href="https://web.archive.org/web/20151119012043/http://esml.iem.technion.ac.il/wp-content/uploads/2011/07/TransactionalDistanceInAnUndergraduateProject-basedSystemsModelingCourse.pdf" title="fulltext PDF download" data-goatcounter-click="serp-fulltext" data-goatcounter-title="serp-fulltext"> <button class="ui simple right pointing dropdown compact black labeled icon button serp-button"> <i class="icon ia-icon"></i> Web Archive [PDF] <div class="menu fulltext-thumbnail"> <img src="https://blobs.fatcat.wiki/thumbnail/pdf/cf/4b/cf4b719a7de005d41679900bd3db53bcb9ae6937.180px.jpg" alt="fulltext thumbnail" loading="lazy"> </div> </button> </a> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1016/j.knosys.2014.05.022"> <button class="ui left aligned compact blue labeled icon button serp-button"> <i class="external alternate icon"></i> elsevier.com </button> </a>

Learning Electromagnetism with Visualizations and Active Learning [chapter]

Yehudit Judy Dori, John Belcher
<span title="">2005</span> <i title="Springer Netherlands"> Visualization in Science Education </i> &nbsp;
, 2000; Dori, Sasson, Kaberman & Herscovitz, 2004; Elyon, Ronen & Ganiel, 1996; Krajcik, 2002; Linn, 1998) , but also in undergraduate chemistry (Adamson, Nakhleh & Zimmerman, 1997; Dori, Barak & Adir  ...  , 2003; Kozma, Chin, E., Russell, J., & Marx, 2000) and physics education (Dori & Belcher, 2004) .  ... 
<span class="external-identifiers"> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1007/1-4020-3613-2_11">doi:10.1007/1-4020-3613-2_11</a> <a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/hawvd6f5drastmfrui537ecwzm">fatcat:hawvd6f5drastmfrui537ecwzm</a> </span>
<a target="_blank" rel="noopener" href="https://web.archive.org/web/20170815181018/http://web.mit.edu/jbelcher/www/TEALref/Chapter8_Dori_Belcher_FINAL_8_12_2004.pdf" title="fulltext PDF download" data-goatcounter-click="serp-fulltext" data-goatcounter-title="serp-fulltext"> <button class="ui simple right pointing dropdown compact black labeled icon button serp-button"> <i class="icon ia-icon"></i> Web Archive [PDF] <div class="menu fulltext-thumbnail"> <img src="https://blobs.fatcat.wiki/thumbnail/pdf/0e/8f/0e8fa061e678502d13fbf631487f48a9011ebc02.180px.jpg" alt="fulltext thumbnail" loading="lazy"> </div> </button> </a> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1007/1-4020-3613-2_11"> <button class="ui left aligned compact blue labeled icon button serp-button"> <i class="external alternate icon"></i> springer.com </button> </a>

Inquiry, Chemistry Understanding Levels, and Bilingual Learning

Abed Abir, Yehudit Judy Dori
<span title="">2013</span> <i title="Universidad Nacional Autonoma de Mexico"> <a target="_blank" rel="noopener" href="https://fatcat.wiki/container/bf7pt3f5zfc53jdbmbwqina7kq" style="color: black;">Educacion Quimica</a> </i> &nbsp;
& Herscovitz, 1999; Dori & Kaberman, 2012; Dori & Sasson, 2008; Dori & Tal, 2000; Zohar & Dori, 2003; Zohar & Nemet, 2002; Zoller, 1987) .  ...  Abed, A. & Dori, Y.  ... 
<span class="external-identifiers"> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1016/s0187-893x(13)73193-8">doi:10.1016/s0187-893x(13)73193-8</a> <a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/nric2p4clbagram2di33a4ccly">fatcat:nric2p4clbagram2di33a4ccly</a> </span>
<a target="_blank" rel="noopener" href="https://web.archive.org/web/20170924130255/http://publisher-connector.core.ac.uk/resourcesync/data/elsevier/pdf/154/aHR0cDovL2FwaS5lbHNldmllci5jb20vY29udGVudC9hcnRpY2xlL3BpaS9zMDE4Nzg5M3gxMzczMTkzOA%3D%3D.pdf" title="fulltext PDF download" data-goatcounter-click="serp-fulltext" data-goatcounter-title="serp-fulltext"> <button class="ui simple right pointing dropdown compact black labeled icon button serp-button"> <i class="icon ia-icon"></i> Web Archive [PDF] <div class="menu fulltext-thumbnail"> <img src="https://blobs.fatcat.wiki/thumbnail/pdf/bf/08/bf085bbce0c9f16facf532dfa46db5f83b98555c.180px.jpg" alt="fulltext thumbnail" loading="lazy"> </div> </button> </a> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1016/s0187-893x(13)73193-8"> <button class="ui left aligned compact blue labeled icon button serp-button"> <i class="unlock alternate icon" style="background-color: #fb971f;"></i> Publisher / doi.org </button> </a>

Technology for active learning

Yehudit Judy Dori, John Belcher, Mark Bessette, Michael Danziger, Andrew McKinney, Erin Hult
<span title="">2003</span> <i title="Elsevier BV"> <a target="_blank" rel="noopener" href="https://fatcat.wiki/container/35wa6jwt65abjjvy2vup7dnnzu" style="color: black;">Materials Today</a> </i> &nbsp;
Traditional science courses, even nowadays, present science as a collection of facts, while scientific methodology is presented as homogeneous and based on empirical research. This leads to a static and context-independent view of discovery outcomes. Students are required to memorize facts without questioning either their development or relationship to other scientific or nonscientific knowledge 5 . These problems, which result in high attrition and failure rates among students, have been found
more &raquo; ... in both high school and undergraduate physics courses. Some researchers cite the lack of a common language between mathematicians and physicists as the root of learning difficulties experienced by physics students 6 . Other studies place the blame on traditional teaching methods, which reward memorization over conceptual thinking 7 or just simply do not address adequately the needs of individual classes 8 . Cognitive psychologists and educators have pointed to a strong relation between visual abilities and learning science 9 . Problem solving in physics often requires visualizing abstract physical concepts or manipulating diagrams and graphs, demanding high visual and cognitive capabilities. Hestenes emphasized the necessity of developing teaching models that encourage conceptual understanding in physics classrooms 10 . Teaching models are playing an increasing role in the science curriculum 11 . Science educators and instructors agree that students need to understand the models of scientific phenomena with which they are presented 12 and to be able to construct their own 13 . If students are to fully understand a model's nature and implications, it should cover a broad
<span class="external-identifiers"> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1016/s1369-7021(03)01225-2">doi:10.1016/s1369-7021(03)01225-2</a> <a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/dkfewab7knfnlk2bx3ydpkuyhq">fatcat:dkfewab7knfnlk2bx3ydpkuyhq</a> </span>
<a target="_blank" rel="noopener" href="https://web.archive.org/web/20170812084919/http://icampus.mit.edu/files/2011/12/TechForActiveLearning.pdf" title="fulltext PDF download" data-goatcounter-click="serp-fulltext" data-goatcounter-title="serp-fulltext"> <button class="ui simple right pointing dropdown compact black labeled icon button serp-button"> <i class="icon ia-icon"></i> Web Archive [PDF] <div class="menu fulltext-thumbnail"> <img src="https://blobs.fatcat.wiki/thumbnail/pdf/6c/13/6c138adc82466aa8ce5f01ec978b5971f0c7c3bf.180px.jpg" alt="fulltext thumbnail" loading="lazy"> </div> </button> </a> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1016/s1369-7021(03)01225-2"> <button class="ui left aligned compact blue labeled icon button serp-button"> <i class="unlock alternate icon" style="background-color: #fb971f;"></i> elsevier.com </button> </a>

A comparative study of languages for model-based systems-of-systems engineering (MBSSE)

Dov Dori, Niva Wengrowicz, Yehudit Judy Dori
<span title="">2014</span> <i title="IEEE"> 2014 World Automation Congress (WAC) </i> &nbsp;
Dori and Belcher [10] claimed that science teaching which jointly exploits the visual and verbal channels can enhance learning and understanding processes, and improve students' learning outcomes.  ... 
<span class="external-identifiers"> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1109/wac.2014.6936160">doi:10.1109/wac.2014.6936160</a> <a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/g2rk2p6mdjeetnattz5x42op3i">fatcat:g2rk2p6mdjeetnattz5x42op3i</a> </span>
<a target="_blank" rel="noopener" href="https://web.archive.org/web/20151213104654/http://esml.iem.technion.ac.il/wp-content/uploads/2014/07/Dori-Wegrowicz-Dori-WAC-2014-A-Comparative-Study-of-Langugaes-for-Model-Based-Systems-of-Systems-Engineering-June-16-2014.pdf" title="fulltext PDF download" data-goatcounter-click="serp-fulltext" data-goatcounter-title="serp-fulltext"> <button class="ui simple right pointing dropdown compact black labeled icon button serp-button"> <i class="icon ia-icon"></i> Web Archive [PDF] <div class="menu fulltext-thumbnail"> <img src="https://blobs.fatcat.wiki/thumbnail/pdf/40/93/4093023c0830300709a0c94800f1e46a5eeda0d7.180px.jpg" alt="fulltext thumbnail" loading="lazy"> </div> </button> </a> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1109/wac.2014.6936160"> <button class="ui left aligned compact blue labeled icon button serp-button"> <i class="external alternate icon"></i> ieee.com </button> </a>

Reusable and Sustainable Science and Engineering Education

Yehudit Judy Dori
<span title="">2008</span> <i title="Springer Nature"> <a target="_blank" rel="noopener" href="https://fatcat.wiki/container/iuk7tibsx5gjvaao7rrb5alpri" style="color: black;">Journal of Science Education and Technology</a> </i> &nbsp;
Pundak and Rosner (2008, this issue) have reused the TEAL setting for teaching college physics, developed by Beichner et al. (2006) and researched by Dori et al. (2007) .  ... 
<span class="external-identifiers"> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1007/s10956-008-9089-3">doi:10.1007/s10956-008-9089-3</a> <a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/ukluosi6ircnlipl5haivz4tji">fatcat:ukluosi6ircnlipl5haivz4tji</a> </span>
<a target="_blank" rel="noopener" href="https://web.archive.org/web/20131009122118/http://edu.technion.ac.il/chemical-education/judy/publications/no16_Reusable%20and%20Sustainable%20Sc%20Ed%202008%20JOST%20Dori.pdf" title="fulltext PDF download" data-goatcounter-click="serp-fulltext" data-goatcounter-title="serp-fulltext"> <button class="ui simple right pointing dropdown compact black labeled icon button serp-button"> <i class="icon ia-icon"></i> Web Archive [PDF] <div class="menu fulltext-thumbnail"> <img src="https://blobs.fatcat.wiki/thumbnail/pdf/6c/3c/6c3c08c45141b1c99b7f8fac612ac62eaee1b7a1.180px.jpg" alt="fulltext thumbnail" loading="lazy"> </div> </button> </a> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1007/s10956-008-9089-3"> <button class="ui left aligned compact blue labeled icon button serp-button"> <i class="external alternate icon"></i> springer.com </button> </a>

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
<span title="2020-10-22">2020</span> <i title="MDPI AG"> <a target="_blank" rel="noopener" href="https://fatcat.wiki/container/smrngspzhzce7dy6ofycrfxbim" style="color: black;">Applied Sciences</a> </i> &nbsp;
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
more &raquo; ... ess 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.
<span class="external-identifiers"> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.3390/app10217417">doi:10.3390/app10217417</a> <a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/nu56kevp6vc2hnl3pvnqwzqshy">fatcat:nu56kevp6vc2hnl3pvnqwzqshy</a> </span>
<a target="_blank" rel="noopener" href="https://web.archive.org/web/20201024023056/https://res.mdpi.com/d_attachment/applsci/applsci-10-07417/article_deploy/applsci-10-07417.pdf" title="fulltext PDF download" data-goatcounter-click="serp-fulltext" data-goatcounter-title="serp-fulltext"> <button class="ui simple right pointing dropdown compact black labeled icon button serp-button"> <i class="icon ia-icon"></i> Web Archive [PDF] <div class="menu fulltext-thumbnail"> <img src="https://blobs.fatcat.wiki/thumbnail/pdf/0b/44/0b44524e853ae363869ff58cc268d79e61ed389d.180px.jpg" alt="fulltext thumbnail" loading="lazy"> </div> </button> </a> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.3390/app10217417"> <button class="ui left aligned compact blue labeled icon button serp-button"> <i class="unlock alternate icon" style="background-color: #fb971f;"></i> mdpi.com </button> </a>

The Effect of the FIRST Robotics Program on Its Graduates

Shahaf Rocker Yoel, Daphna Shwartz Asher, Maayan Schohet, Yehudit Judy Dori
<span title="2020-10-09">2020</span> <i title="MDPI AG"> <a target="_blank" rel="noopener" href="https://fatcat.wiki/container/r45lqjggovc6rpxxfw7fhwzs7e" style="color: black;">Robotics</a> </i> &nbsp;
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,
more &raquo; ... chnology, 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.
<span class="external-identifiers"> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.3390/robotics9040084">doi:10.3390/robotics9040084</a> <a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/bjxdicd2eref3mewrtgxfkpn2m">fatcat:bjxdicd2eref3mewrtgxfkpn2m</a> </span>
<a target="_blank" rel="noopener" href="https://web.archive.org/web/20201123074823/https://res.mdpi.com/d_attachment/robotics/robotics-09-00084/article_deploy/robotics-09-00084-v4.pdf" title="fulltext PDF download" data-goatcounter-click="serp-fulltext" data-goatcounter-title="serp-fulltext"> <button class="ui simple right pointing dropdown compact black labeled icon button serp-button"> <i class="icon ia-icon"></i> Web Archive [PDF] <div class="menu fulltext-thumbnail"> <img src="https://blobs.fatcat.wiki/thumbnail/pdf/a9/b1/a9b1b989f6ebd96655ebddea9ded8fb89f79f59e.180px.jpg" alt="fulltext thumbnail" loading="lazy"> </div> </button> </a> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.3390/robotics9040084"> <button class="ui left aligned compact blue labeled icon button serp-button"> <i class="unlock alternate icon" style="background-color: #fb971f;"></i> mdpi.com </button> </a>

Students' Metacognition and Metacognitive Strategies in Science Education [chapter]

Shirly Avargil, Rea Lavi, Yehudit Judy Dori
<span title="2017-12-02">2017</span> <i title="Springer International Publishing"> Cognition, Metacognition, and Culture in STEM Education </i> &nbsp;
A theoretical model of metacognition in complex modeling activities has been developed based on existing frameworks, by synthesizing the reconceptualization of metacognition at multiple levels by looking at the three sources that trigger metacognition. Using the theoretical model as a framework, this multiple-case study explores students' spontaneous metacognitive activities while they collaboratively solve complex mathematical modeling tasks. This study used a series of model-eliciting
more &raquo; ... es-a type of problem-solving activity in which participants are required to verbalize their thoughts while working within a group-as an authentic method for analyzing verbal metacognitive actions. This study identified the circumstances facilitating or interfering with students' spontaneous metacognitive activities. The findings of the study enrich our understanding of how to design metacognitive learning environments. The current study has the potential to guide teachers, teacher educators, and curriculum developers to create circumstances that support students' spontaneous development of metacognitive abilities. It also has the potential to guide the development of effective instructional methods to integrate these circumstances into existing curricula.
<span class="external-identifiers"> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1007/978-3-319-66659-4_3">doi:10.1007/978-3-319-66659-4_3</a> <a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/ndqkyqx7zreopoyxk62mq2ef7i">fatcat:ndqkyqx7zreopoyxk62mq2ef7i</a> </span>
<a target="_blank" rel="noopener" href="https://web.archive.org/web/20200322021650/https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=1384&amp;context=jerap" title="fulltext PDF download" data-goatcounter-click="serp-fulltext" data-goatcounter-title="serp-fulltext"> <button class="ui simple right pointing dropdown compact black labeled icon button serp-button"> <i class="icon ia-icon"></i> Web Archive [PDF] <div class="menu fulltext-thumbnail"> <img src="https://blobs.fatcat.wiki/thumbnail/pdf/ac/45/ac45ba43299a0a532c2ce1edb4fdb72bba7c6c64.180px.jpg" alt="fulltext thumbnail" loading="lazy"> </div> </button> </a> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1007/978-3-319-66659-4_3"> <button class="ui left aligned compact blue labeled icon button serp-button"> <i class="external alternate icon"></i> springer.com </button> </a>

Metacognition in chemical education: question posing in the case-based computerized learning environment

Zvia Kaberman, Yehudit Judy Dori
<span title="2008-05-14">2008</span> <i title="Springer Nature"> <a target="_blank" rel="noopener" href="https://fatcat.wiki/container/2t4o6yb2fvbr3f7jhlughh76xq" style="color: black;">Instructional Science</a> </i> &nbsp;
and Sasson 2008; Kaberman and Dori 2008; Sasson and Dori 2006) 2 .  ...  ; Kaberman and Dori 2008) .  ... 
<span class="external-identifiers"> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1007/s11251-008-9054-9">doi:10.1007/s11251-008-9054-9</a> <a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/jf2euz3cxffo7onowq7oyxrim4">fatcat:jf2euz3cxffo7onowq7oyxrim4</a> </span>
<a target="_blank" rel="noopener" href="https://web.archive.org/web/20131009122131/http://edu.technion.ac.il/chemical-education/judy/publications/no18_Metacognition%20and%20question%20posing%202008%20Kaberman%20&amp;%20Dori.pdf" title="fulltext PDF download" data-goatcounter-click="serp-fulltext" data-goatcounter-title="serp-fulltext"> <button class="ui simple right pointing dropdown compact black labeled icon button serp-button"> <i class="icon ia-icon"></i> Web Archive [PDF] <div class="menu fulltext-thumbnail"> <img src="https://blobs.fatcat.wiki/thumbnail/pdf/b4/2a/b42a754ae2aed97960055cb549ebea16e884a174.180px.jpg" alt="fulltext thumbnail" loading="lazy"> </div> </button> </a> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1007/s11251-008-9054-9"> <button class="ui left aligned compact blue labeled icon button serp-button"> <i class="external alternate icon"></i> springer.com </button> </a>

Enhancing undergraduate students' chemistry understanding through project-based learning in an IT environment

Miri Barak, Yehudit Judy Dori
<span title="">2004</span> <i title="Wiley"> <a target="_blank" rel="noopener" href="https://fatcat.wiki/container/rfopk5icuba37ivfyfggfd3xoy" style="color: black;">Science Education</a> </i> &nbsp;
., 2000; Dori, 2003a; Dori & Tal, 2000; McDonald & Czerniak, 1994; Schneider et al., 2002; Tal & Hochberg, 2003) .  ...  Incorporating CMM into chemistry courses has been found to foster understanding of molecular 3D structure and spatial ability and to promote meaningful learning (Barnea & Dori, 1999; Dori & Barak, 2001  ... 
<span class="external-identifiers"> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1002/sce.20027">doi:10.1002/sce.20027</a> <a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/jxosmsedincbraia2exqq4vvcu">fatcat:jxosmsedincbraia2exqq4vvcu</a> </span>
<a target="_blank" rel="noopener" href="https://web.archive.org/web/20131012022827/http://moodle.technion.ac.il:80/file.php/1095/winter_2008/articles/Barak_Dori_2005_Sc_ED.pdf" title="fulltext PDF download" data-goatcounter-click="serp-fulltext" data-goatcounter-title="serp-fulltext"> <button class="ui simple right pointing dropdown compact black labeled icon button serp-button"> <i class="icon ia-icon"></i> Web Archive [PDF] <div class="menu fulltext-thumbnail"> <img src="https://blobs.fatcat.wiki/thumbnail/pdf/d1/03/d10334077ad22da2b82fc817d2600bdf8b34a782.180px.jpg" alt="fulltext thumbnail" loading="lazy"> </div> </button> </a> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1002/sce.20027"> <button class="ui left aligned compact blue labeled icon button serp-button"> <i class="external alternate icon"></i> wiley.com </button> </a>

Transition into Teaching: Second Career Teachers' Professional Identity

Gabriella Shwartz, Yehudit Judy Dori
<span title="2020-09-02">2020</span> <i title="Modestum Limited"> <a target="_blank" rel="noopener" href="https://fatcat.wiki/container/prkjvtz7njdjxfjmhh3ed7lwlq" style="color: black;">Eurasia Journal of Mathematics, Science and Technology Education</a> </i> &nbsp;
Shwartz & Dori / Transition into Teaching: Second Career Teachers' Professional Identity http://www.ejmste.com  ...  Effective chemistry teachers motivate students to major in chemistry and pursue it as a career (Avargil, Kohen, & Dori, 2020; Salta, Gekos, Petsimeri, and Koulougliotis, 2012) .  ... 
<span class="external-identifiers"> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.29333/ejmste/8502">doi:10.29333/ejmste/8502</a> <a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/jy5rpmlupfcjbhdblpazmazgvi">fatcat:jy5rpmlupfcjbhdblpazmazgvi</a> </span>
<a target="_blank" rel="noopener" href="https://web.archive.org/web/20200903055131/https://www.ejmste.com/download/transition-into-teaching-second-career-teachers-professional-identity-8502.pdf" title="fulltext PDF download" data-goatcounter-click="serp-fulltext" data-goatcounter-title="serp-fulltext"> <button class="ui simple right pointing dropdown compact black labeled icon button serp-button"> <i class="icon ia-icon"></i> Web Archive [PDF] <div class="menu fulltext-thumbnail"> <img src="https://blobs.fatcat.wiki/thumbnail/pdf/0d/4e/0d4e7ae0dc15d7139c9afb1722171677e2f8e450.180px.jpg" alt="fulltext thumbnail" loading="lazy"> </div> </button> </a> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.29333/ejmste/8502"> <button class="ui left aligned compact blue labeled icon button serp-button"> <i class="unlock alternate icon" style="background-color: #fb971f;"></i> Publisher / doi.org </button> </a>

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

Shahaf Rocker Yoel, Yehudit Judy Dori
<span title="">2021</span> <i title="Institute of Electrical and Electronics Engineers (IEEE)"> <a target="_blank" rel="noopener" href="https://fatcat.wiki/container/xmupq5sfinftxcmhxiz4wg4ryy" style="color: black;">IEEE Transactions on Education</a> </i> &nbsp;
Yehudit Judy Dori is with the Faculty of Education in Science and Technology and the Samuel Neaman Institute for National Policy, Technion-Israel Institute of Technology, Haifa 3200003, Israel (e-mail:  ...  TABLE V RESULTS V OF PEARSON'S CORRELATION TESTS ROCKER YOEL AND DORI: FIRST HIGH-SCHOOL STUDENTS AND FIRST GRADUATES: STEM EXPOSURE AND CAREER CHOICES  ... 
<span class="external-identifiers"> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1109/te.2021.3104268">doi:10.1109/te.2021.3104268</a> <a target="_blank" rel="external noopener" href="https://fatcat.wiki/release/2cwzl3kojzhuplinpxlr6gqbs4">fatcat:2cwzl3kojzhuplinpxlr6gqbs4</a> </span>
<a target="_blank" rel="noopener" href="https://web.archive.org/web/20211008163919/https://ieeexplore.ieee.org/ielx7/13/4358717/09522020.pdf?tp=&amp;arnumber=9522020&amp;isnumber=4358717&amp;ref=" title="fulltext PDF download" data-goatcounter-click="serp-fulltext" data-goatcounter-title="serp-fulltext"> <button class="ui simple right pointing dropdown compact black labeled icon button serp-button"> <i class="icon ia-icon"></i> Web Archive [PDF] <div class="menu fulltext-thumbnail"> <img src="https://blobs.fatcat.wiki/thumbnail/pdf/67/a2/67a27526c7a19e08e3e34f9ebf73cbe392225e01.180px.jpg" alt="fulltext thumbnail" loading="lazy"> </div> </button> </a> <a target="_blank" rel="external noopener noreferrer" href="https://doi.org/10.1109/te.2021.3104268"> <button class="ui left aligned compact blue labeled icon button serp-button"> <i class="external alternate icon"></i> ieee.com </button> </a>
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