Undergraduate Research in Israel

doi:10.1017/9781108869508.072

56 - Undergraduate Research in Israel

Educating STEM Students in Higher Education

from Part IV.2 - Africa & Middle East

Published online by Cambridge University Press: 11 August 2022

Yehudit Judy Dori and

Edited by

Dominique Galli and

Harald A. Mieg: Affiliation:
Humboldt-Universität zu Berlin
Elizabeth Ambos: Affiliation:
Council on Undergraduate Research, Washington DC
Angela Brew: Affiliation:
Macquarie University, Sydney
Dominique Galli: Affiliation:
Indiana University–Purdue University, Indianapolis
Judith Lehmann: Affiliation:
Universidad de Buenos Aires, Argentina

Book contents

Get access

Summary

In this chapter, we briefly discuss the higher education system in Israel, its various types, and the settings of undergraduate studies at its universities. We then explain why we focus on universities with strong emphasis on science, technology, engineering, and mathematics (STEM) teaching and learning of undergraduate students. Finally, we explore several large-scale undergraduate research studies conducted at the Technion, the Israel Institute of Technology.

Keywords

higher education Israel STEM undergraduate research Technion start-up nation active learning innovation

Type: Chapter
Information: The Cambridge Handbook of Undergraduate Research , pp. 516 - 523

DOI: https://doi.org/10.1017/9781108869508.072 [Opens in a new window]

Publisher: Cambridge University Press

Print publication year: 2022

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Book purchase

Temporarily unavailable

References

ABET. (2017). Criteria for accrediting engineering programs. Accreditation Board for Engineering and Technology. www.abet.org/wp-content/uploads/2018/02/E001-18-19-EAC-Criteria-11-29-17.pdf Google Scholar

Avargil, S., Kohen, Z., & Dori, Y. J. (2020). Trends and perceptions of choosing chemistry as a major and a career. Chemistry Education Research and Practice (CERP), 21(2), 668–684. https://doi.org/10.1039/C9RP00158A Google Scholar

Avargil, S., Shwartz, G., Herscovitz, O., & Dori, Y. J. (2017). The case of middle and high school chemistry teachers implementing technology: Using the concerns-based adoption model to assess change processes. Chemistry Education Research and Practice (CERP), 18, 214–232. https://doi.org/10.1039/c6rp00193a Google Scholar

Barak, M., & Dori, Y. J. (2005). Enhancing undergraduate students’ chemistry understanding through project-based learning in an IT environment. Science Education, 89(1), 117–139. https://doi.org/10.1002/sce.20027 CrossRef Google Scholar

Barak, M., & Usher, M. (2019). The innovation profile of nanotechnology team projects of face-to-face and online learners. Computers & Education, 137, 1–11.Google Scholar

Barak, M., Hussein-Farraj, R., & Dori, Y. J. (2016). On-campus or online: Examining self-regulation and cognitive transfer skills in different learning settings. International Journal of Educational Technology in Higher Education, 13(35). https://doi.org/10.1186/s41239–016-0035-9 Google Scholar

Barak, M., Watted, A., & Haick, H. (2020). Establishing the validity and reliability of a modified tool for assessing innovative thinking of engineering students. Assessment & Evaluation in Higher Education, 45(2), 212–223.Google Scholar

Blau, I., & Shamir-Inbal, T. (2017). Re-designed flipped learning model in an academic course: The role of co-creation and co-regulation. Computers & Education, 115, 69–81.Google Scholar

Catz, B., Sabag, N., & Gero, A. (2018). Problem based learning and students’ motivation: The case of an electronics laboratory course. International Journal of Engineering Education, 34(6), 1838–1847.Google Scholar

Dori, Y. J., Dangur, V., Avargil, S., & Peskin, U. (2014). Assessing advanced high school and undergraduate students’ thinking skills: The chemistry – From the nanoscale to microelectronics module. Journal of Chemical Education, 91(9), 1306–1317.Google Scholar

Duschl, R. A. (2008). Science education in three-part harmony: Balancing conceptual, epistemic, and social learning goals. Review of Research in Education, 32, 268–291.Google Scholar

Floridi, L. (Ed.) (2015). The onlife manifesto: Being human in a hyperconnected era. Springer. https://doi.org/10.1007/978-3-319-04093-6 Google Scholar

Gero, A. (2014). Enhancing systems thinking skills of sophomore students: An introductory project in electrical engineering. International Journal of Engineering Education, 30(3), 738–745.Google Scholar

Hazzan, O. & Levontin, L. (2018). Study–work conflict in science and engineering higher education. Tomorrow’s Professor Postings, message no. 1674. Stanford University. https://tomprof.stanford.edu/posting/1674 Google Scholar

Israel, CBS. (2020). Higher education in Israel – Selected data for 2019/20 on the occasion of the beginning of the new academic year. Central Bureau of Statistics. www.cbs.gov.il/en/mediarelease/Pages/2020/Higher-Education-in-Israel-on-the-Occasion-of-the-Beginning-of-the-New-Academic-Year.aspx Google Scholar

Israel, CHE. (2018). The higher education system: 60 years of Council of Higher Education – CHE and 70 years of academic excellence. Council for Higher Education. (in Hebrew). https://che.org.il/en/higher-education-system-celebrates-60th-anniversary-council-higher-education-70-years-academic-excellence Google Scholar

Kelly, G. J. (2018). Developing epistemic aims and supports for engaging students in scientific practices. Science & Education, 27(3–4), 245–246. https://doi.org/10.1007/s11191–018-9974-y Google Scholar

Lavi, R., & Dori, Y. J. (2019). Systems thinking of pre- and in-service science and engineering teachers. International Journal of Science Education, 41(2), 248–279.Google Scholar

Lavi, R., Dori, Y. J., Wengrowicz, N., & Dori, D. (2020). Model-based systems thinking: Assessing engineering student teams. IEEE Transactions on Education, 63(1), 39–47. https://doi.org/10.1109/TE.2019.2948807 CrossRef Google Scholar

Lavi, R., Tal, M., & Dori, Y. J. (2021). Perceptions of STEM alumni and students on developing 21st century skills through methods of teaching and learning. Studies in Educational Evaluation, 70, 101002. https://doi.org/10.1016/j.stueduc.2021.101002 Google Scholar

Maital, S., DeBare, I., & Frenkel, A. (2012). Technion nation: Technion’s contribution to Israel and the world. Technion-Israel Institute of Technology.Google Scholar

Mintz, K., & Tal, T. (2018). The place of content and pedagogy in shaping sustainability learning outcomes in higher education. Environmental Education Research, 24, 207–229. https://doi.org/10.1080/13504622.2016.1204986 CrossRef Google Scholar

OECD. (2020). Education at a glance 2020. Organisation for Economic Co-operation and Development. www.oecd.org/education/education-at-a-glance/Google Scholar

OECD. (2021). Population with tertiary education. Organisation for Economic Co-operation and Development iLibrary. https://doi.org/10.1787/0b8f90e9-en Google Scholar

Rosenbaum, A. (2019, June 13). Israel’s ‘New Campus’ vision. The Jerusalem Post. www.jpost.com/israel-news/israels-new-campus-vision-592450 Google Scholar

Schneorson, D., Persov, E., & Bigger, R. (2019). Designing your future-21st century skill-set for industrial designers: The case study of Israel design field. The Design Journal, 22(sup. 1), 243–259.Google Scholar

Senor, D., & Singer, S. (2009). Start-up nation: The story of Israel’s economic miracle. Twelve.Google Scholar

Shanghai Ranking. (2020). Academic ranking of world universities 2020: Israel. www.shanghairanking.com/World-University-Rankings-2020/Israel.html Google Scholar

Shapira-Lishchinsky, O. (2014). The naturalist approach among future educational leaders: An Israeli case study. International Journal of Leadership in Education, 19(4), 417–437. https://doi.org/10.1080/13603124.2014.986209 Google Scholar

Tsaushu, M., Tal, T., Sagy, O., Kali, Y., Gepstein, S., & Zilberstein, D. (2012). Peer learning and support of technology in an undergraduate biology course to enhance deep learning. CBE–Life Science Education, 11, 402–412.Google Scholar

Tsybulsky, D., & Levin, I. (2019). Science teachers’ worldviews in the age of the digital revolution: Structural and content analysis. Teaching and Teacher Education, 86, 102921. https://doi.org/10.1016/j.tate.2019.102921 Google Scholar

Usher, M., & Barak, M. (2020). Team diversity as a predictor of innovation in projects of online and face-to-face learners. Computers & Education, 144, 103702. https://doi.org/10.1016/j.compedu.2019.103702 Google Scholar

Wengrowicz, N., Dori, Y. J., & Dori, D. (2017). Meta-assessment in a project-based systems engineering course. Assessment & Evaluation in Higher Education, 42(4), 607–624. https://doi.org/10.1080/02602938.2016.1173648 Google Scholar