Moshe Barak

Fostering higher‐order thinking in science class: teachers’ reflections

The study reported in this article aimed at exploring what teachers know and do about fostering higher‐order thinking skills in teaching science, and how they see themselves involved in achieving this end. Data were collected through semi‐structured interviews with 11 teachers experienced in teaching high school physics, which is considered a relatively difficult but well‐established discipline. The findings highlighted a diversity among the teachers in four areas: meta‐strategic knowledge of the concept of higher‐order thinking; practical utilization of instructional strategies related to fostering higher‐order thinking in the classroom; beliefs about students’ abilities to acquire higher‐order thinking skills; and self‐perception regarding teaching towards higher‐order thinking. Regarding the second area, for example, some of the teachers reported using teaching strategies in class that could impede the development of students as autonomous thinkers; others occasionally try to foster higher‐order thinking among their students but regard this as a way of conveying subject content better; only a minority of the teachers see the fostering of higher‐order thinking as an important objective of teaching physics. In summary, teachers are frequently puzzled or uncertain about the entire issue of fostering higher‐order thinking in school. Introducing elements of constructivist pedagogy combined with the specific steps aimed at fostering higher‐order thinking into the science class is required to make the development of higher‐order thinking a regular ingredient in science teaching within the current schooling.

Hot-Air Balloons: Project-Centered Study as a Bridge between Science and Technology Education.

A project-based study, the hot-air balloon, was developed to impart both scientific and technological principles to junior high school pupils in Israel. The project exposed pupils to scientific inquiry and the design process in technology. The program was implemented throughout the school year, in a pilot school in the first year and in eight and then ten schools in the second and third year. The science and technology teachers, from varying academic backgrounds, participated in in-service training courses and received individual tutoring in schools. Science and technology studies were both given due consideration, but were not completely integrated. True cooperation between teachers with differing specialties was achieved, because a broad scientific–technological project cannot be taught single-handedly by any one teacher.

Teamwork in Modern Organizations: Implications for Technology Education

Characteristics of teamwork in modern organizations and workplaces are examined, in order to extrapolate the means for imparting teamwork skills within technology education. Goals and tasks for the team, team composition, team-player styles, phases of team development, communication and interpersonal skills, decision making, leadership, and evaluation of team performance are discussed. Teamwork skills are acquired gradually as a result of experience. Mere provision of a joint task to a group of people does not produce teamwork spontaneously. In order to promote teamwork, technological tasks at school need to include considerable degrees of freedom and decision-making by pupils. When the teacher becomes a facilitator of the process, instead of being primarily a source of knowledge and a decision-maker, team members can determine the assignment of roles in the group by themselves. Evaluation of teamwork in technology education is an integral part of ‘alternative assessment’.

Idea focusing versus idea generating: a course for teachers on inventive problem solving

This paper deals with a course intended to teach individuals a method of convergent thinking, or ‘idea focusing’, in seeking inventive solutions to problems and designing innovative artefacts. The course participants (mathematics, science, or technology teachers) learned a range of ‘inventive principles’ often used for problem‐solving in scientific and technological environments. The research method combined quantitative and qualitative methods, such as observations, pre‐post course quizzes, and interviews, aimed at collecting as much information as possible on students’ activities, achievements, and attitudes during the course. The results indicated that the participants gradually increased their confidence in utilising the method and combined several techniques in solving a problem. They also increasingly recognised that many inventive ideas are based on simple principles that can be learned and applied in diverse contexts. The question of introducing the learning of inventive problem‐solving into the school curriculum, however, requires additional research.

From order to disorder: the role of computer-based electronics projects on fostering of higher-order cognitive skills

This research explored learning and thinking processes enhanced by integrating computers in secondary schools electronics projects. Electronics studies provide a sophisticated learning environment, where computers are simultaneously part of the subject matter learned (Technology Education), and a means for enhancing teaching and learning (Educational Technology), as seen in any other area of education. The follow-up on fifty students working on their final projects showed that students working on computer-based electronics projects tend to adopt flexible strategies, such as creating new ideas, risk-taking, improvisation, using trial and error methods for problem solving, and rapid transition from one design to another. In contrast, students working on non-computerized electronics projects are more likely to progress along a linear path: planning, construction, and troubleshooting. Computerized projects also promote the transfer of knowledge between students, and joint development of ideas. Students who exercise freedom in their project do not express the same independence in their documentation, and prepare portfolios that show how they, supposedly, developed their system in an orderly manner. It is important to educate students, and teachers, that creative design and problem solving requires a balance between openness, flexibility, and intuition, on the one hand, and systematic investigation, discipline, and hard work, on the other hand.

E2LP: A Unified Embedded Engineering Learning Platform

The main idea behind this project is to provide a unified platform which will cover a complete process for embedded systems learning. A modular approach is considered for skills practice through supporting individualization in learning. This platform shall facilitate a novel development of universal approach in creative learning environment and knowledge management that encourage use of ICT. New learning model is challenging the education of engineers in embedded systems design through real-time experiments that stimulate curiosity with ultimate goal to support students to understand and construct their personal conceptual knowledge based on experiments. In addition to the technological approach, the use of cognitive theories on how people learn will help students to achieve a stronger and smarter adaptation of the subject. Applied methodology will be evaluated from the scientific point of view in parallel with the implementation in order to feedback results to the R&D.

Advancement of Low Achievers within Technology Studies at High School.

Abstract Upper secondary education in Israel is divided into a ‘general track’ and a ‘technological track’. About half the students in the ‘technological track’ sit matriculation examinations. Mechanics studies, at the non‐matriculating level, suffers from a negative image and poor students’ motivation. A 3 year experiment was carried out with the goal of helping low achieving high school students progress to matriculation level. Class activities consisted of: project oriented studies; use of modern computerised machines (i.e. instructional CNC); use of computers for design, drawing and simulation; gradual progress while giving the student continual feedback. The pilot class (tenth grade) contained 13 students. In the second year two further schools joined the programme and in the third year it was expanded to six schools with 86 students, starting in tenth grade and progressing through grades 11 and 12. Data were gathered by interviews and follow‐up on achievements in school and state examinations. The r...

An Israeli Study of Longitudinal In-service Training of Mathematics, Science, and Technology Teachers.

Abstract A three-year program of in-service training for mathematics, physics and technology teachers was carried out in Northern Israel. The training program was attached to 10th, 11th and 12th grade (ages 16, 17, 18) curricula. Ongoing in-school tutoring was provided. The longitudinal program was found useful for teachers who have acquired basic knowledge in the discipline they teach. An effective working relationship between teacher and tutor was achieved three to six months into the program. Specific measures must be taken to encourage teachers to move beyond their dependence on tutoring and function independently. The unique needs and issues of teachers in each discipline are discussed.

Fostering Human Development Through Engineering and Technology Education

Before getting into the detail of the book it is worth noting that the phrase ‘human development’ has two generally understood meanings: a biological sense relating to the process of biological maturity and a broader population sense relating to economic development, standards of living and so forth. I approached this book assuming, wrongly, that it was using the phrase in the second sense. As this led to a degree of initial confusion, for me, it is worth making clear that the primary scope of the book is the ways that engineering and technology education (ETE) can foster the first, biological sense. The introduction makes clear that the focus is: The role of ETE in developing students’ broad intellectual competencies, talents, knowledge and skills that will enable them to enjoy long, fulfilling and creative lives and contribute meaningfully to society and the economy. [pvii]

‘What's in the Calculator?’ An introductory project for technology studies

Abstract Project approach study is the natural way to present technology in an attractive manner. Initially, young students have limited knowledge and experience in design or construction of a product. In the presented learning module, pupils assemble a calculator, while paying attention to technological aspects such as the integration of electronics, mechanics and ergonomic design. An experiment was carried out in six junior high schools, which involved applying an achievement test and an attitude questionnaire. The results show that learning activity centred on assembling a relatively intricate product, learned as an introductory lesson, can serve to raise students’ interest in technology studies. Teachers’ in‐service training and assisting at school is a vital part of introducing the new technology curriculum into schools.