Professor Tali Tal


Prof. Tali Tal is the Ruben and Tallu Academic Chair of Science at the Faculty of Education in Science and Technology. Prof. Tal is the head of the informal science and environmental education research group. Tal received her Ph.D from the Technion in 1998 and had completed post-doc at the University of Michigan. Since 2000, she’s a faculty member at the Technion and served as the Dean of the Faculty of Education in Science and Technology during 2020-2024. Her research focuses on learning science in informal settings, inquiry-based learning, environmental education and citizen science. Tali has published over 70 papers in prestigious research journals such as JRST, Science Education, Environmental Education Research and the International Journal of Science Education, and numerous book chapters that deal with her topics of interest. She served as an associate editor and as editorial board member of numerous journals. Tal was the President of NARST, A Worldwide Organization for Promoting Science Education through Research. She is one of the PIs of TCSS – Taking Citizen Science to School research center.

  • 1984, B.Sc, Tel Aviv University, Life Sciences
  • 1989, M.Sc, Tel Aviv University, Plant Sciences
  • 1995, Teaching Certificate, Technion, Dept. of Education in Science and Technology
  • 1998, Ph.D, Technion, Dept. of Education in Science and Technology


Papers in Peer-Reviewed Journals


  • Dori, Y.J., & Tal, R.T. (2000). Formal and informal collaborative projects: Engaging in industry with environmental awareness. Science Education, 84, 95-113.

  • Tal, R.T., Dori, Y.J., & Lazarowitz, R. (2000). A project-based alternative assessment system. Studies in Educational Evaluation, 26, 171-191.

  • Tal, R.T., Dori, Y.J., Keiny, S., & Zoller, U. (2001). Assessing conceptual change of teachers involved in STES education and curriculum development –  the STEMS project approach. International Journal of Science Education, 23, 247-261.

  • Tal, R.T. (2001). Incorporating field trips as science learning environment enrichment – an interpretive study. Learning Environment Research, 4, 25-49.

  • Dori, Y.J., Tal, R.T., & Tsaushu, M. (2003). Learning and assessing biotechnology topics through case studies with built-in dilemmas. Science Education, 87, 767-793.

  • Dori, Y.J., Tal, R.T., & Peled, Y. (2003). Characteristics of science teachers who incorporate Web-Based teaching. Research in Science Education, 32, 511-547.

  • Singer, J., Tal, R.T., & Wu, H-K. (2003). Students understanding of particular nature of matter. School Science and Mathematics, 103, 28-45.

  • Tal, R.T., & Hochberg, N. (2003). Assessing higher order thinking of students participating in the WISE project in Israel. Studies in Educational Evaluation, 29 , 69-89.

  • Tal, R.T., & Hochberg, N. (2003). Reasoning, problem-solving and reflections: Participating in WISE project in Israel, Science Education International, 14, 3-19.

  • Fishman, B., Marx, R.W., Best, S., & Tal, R.T. (2003). A Design approach to professional development: Linking teacher and student learning in systemic reform. Teaching and Teacher Education, 19, 643-658.

  • Tal, R.T. (2004). Using a field trip as a guide for conceptual understanding in environmental education: A case study of a pre-service teacher’s research. Chemical Education Research and Practice, 5, 127-142.

  • Tal, T. (2004). Community-based environmental education – a case study of teacher-parent collaboration. Environmental Education Research, 10, 523-543.

  • Marx, R.W., Blumenfeld, P.C., Krajcik. J.S., Fishaman, B., Solloway, E., Geier, R., & Tal, R.T. (2004). Inquiry-based science in the middle grades: assessment of learning in urban systemic reform. Journal of Research in Science Teaching, 41, 1063-1080.

  • Tal, T. (2005). Implementing multiple assessment modes in an interdisciplinary environmental education course. Environmental Education Research, 11, 575-601.

  • Tal, R. T., Bamberger, Y., & Morag, O. (2005). Guided school visits to natural history museums in Israel: Teachers’ roles. Science Education, 89, 920-935.

  • Tal, R.T., & Argaman, S. (2005). Characteristics and difficulties of teachers who mentor environmental inquiry projects. Research in Science Education, 34, 363 –394.

  • Tal, R. T., & Miedijensky, S. (2005). A Model of alternative embedded assessment in a pull-out enrichment program for the gifted. Gifted Education International, 20, 166-186.


  • Scantlebury, K., Tal, T., & Rahm, J. (2006). Forum: “That don’t look like me” Stereotypic images of science: Where do they come from and what can we do with them? Cultural Studies of Science Education, 1, 545-558.

  • Tal, T., & Steiner, L. (2006). Patterns of teacher-museum staff relationships: School visits to the Educational Center of a Science Museum. Canadian Journal of Science, Mathematics and Technology Education, 6, 25-46.

  • Tal, T., & Kedmi, Y. (2006). Teaching socioscientific issues: Classroom culture and students’ performances. Cultural Studies of Science Education, 1, 615-644.

  • Tal, R.T., Krajcik, J., Blumenfeld, P. (2006). Urban schools teachers enacting project-based science. Journal of Research in Science Teaching, 43, 722-745.

  • Taylor, P. Lee, S., & Tal, T. (2006). Towards socioscientific participation: Changing culture in the science classroom and much more. Cultural Studies of Science Education, 1, 645-656.

  • Bamberger, Y., & Tal, T. (2007). Learning in a personal-context: Levels of choice in a free-choice learning environment in science and natural history museums. Science Education, 91, 75-95.

  • Tal, T., & Morag, O. (2007). School visits to natural history museums: Teaching or enriching? Journal of Research in Science Teaching, 44, 747-769.

  • Bamberger, Y., & Tal, T. (2008). Multiple outcomes of class visits to natural history museums: the students’ view. Journal of Science Education and Technology, 17, 264-274.

  • Tal, T. (2008). Learning about agriculture within the framework of education for sustainability. Environmental Education Research, 14 (3), 273-290.

  • Bamberger, Y., & Tal, T. (2008). An experience for the lifelong journey: The long term effect of a class visit to a science center. Visitors Studies, 11, 198-212.

  • Miedijensky, S., & Tal, T. (2009). Embedded assessment in project-based science courses for the gifted: Insights to inform teaching of all students. International Journal of Science Education, 18, 2411-2435.

  • Tal, T., & Morag, O. (2009). Reflective practice as a means for preparing to teach outdoors in an ecological garden. Journal of Science Teacher Education, 20, 245-262.

  • Bamberger, Y., & Tal, T. (2009). The learning environment of natural history museums: multiple ways to capture students’ views. Learning Environments Research, 12, 115-129.

  • Tal, T. & Alkaher, I. (2010). Collaborative environmental projects in a multicultural society: Working from within separate or mutual landscapes? Cultural Studies of Science Education, 5, 325-349.

  • Tal, T. (2010). Pre-service teachers’ reflections on environmental knowledge and awareness following active learning in environmental education. International Research in Geographical and Environmental Education, 19, 263-276.


  • Alkaher, I. & Tal, T. (2011). Environmental projects of Jewish and Arab youth in Israel: The adult leaders’ views. Environmental Education Research, 17, 235–259.

  • Morag O. & Tal, T. (2012). Assessing learning in the outdoors by the Field Trip in Natural Environments (FiNE) Framework. International Journal of Science Education, 34, 745-777.

  • 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.

  • Tal, T. & Abramovitch, A. (2013). Activity and action: Bridging environmental sciences and environmental education. Research in Science Education, 43, 1665-1687.

  • Morag, O., Tal, T., & Keren-Rotem, T. (2013). Long-term educational programs in nature parks: Characteristics, outcomes and challenges. International Journal of Environmental and Science Education, 8, 427-449.

  • Mintz, K., Talesnick, M., Amadei, B., & Tal, T. (2013). Integrating sustainable development into a service learning engineering Journal of Professional Issues in Engineering Education and Practice, 140(1), 05013001.

  • Mintz, K. & Tal, T. (2013). Education for Sustainability in higher education: A multiple-case study of three courses. Journal of Biological Education, 47, 140-149.

  • Tal, T., & Morag, O. (2013). A longitudinal study of environmental and outdoor education: A cultural change. Journal of Research in Science Teaching, 50, 1019-1046.

  • Alkaher, I. & Tal, T. (2014). The impact of socio-environmental projects of Jewish and Bedouin youth in Israel on students’ local knowledge and views of each other. International Journal of Science Education, 36, 355-381.

  • Tal, T., & Dierking, L. (2014). Editorial: Learning science in everyday life. Journal of Research in Science Teaching, 51, 251-259.

  • Tal, T., Lavie Alon, N., & Morag, O. (2014). Exemplary practice in field trips to natural environments. Journal of Research in Science Teaching, 51, 430–461.

  • Mintz, K. & Tal, T. (2014).Education for Sustainability in Higher Education: Assessing Multiple Learning Outcomes. Studies in Educational Evaluation, 41, 113–123.

  • Kahana, O., & Tal, T. (2014). Understanding of high achieving science students on the Nature of Science. International Journal of STEM Education, 1, 13. DOI: 10.1186/s40594-014-0013-5

  • Lavie Alon, N., & Tal, T. (2015). Student self reported learning outcomes of field trips: The pedagogical impact. International Journal of Science Education, 37, 1279-1298.

  • Levy, K., Kali, Y., & Tal, T. (2015). Teachers as designers of technology-enhanced outdoor inquiry. Interdisciplinary Journal of e-skills and Lifelong Learning, 11, 209-235.


  • Alkaher, I. & Tal, T. (2016). Making pedagogical decisions to address challenges of joint Jewish-Bedouin environmental projects in Israel. International Research in Geographical and Environmental Education, 25, 4-19.

  • Sagy, O., Kali, Y., Tsaushu, M., & Tal, T. (2016). The culture of learning continuum (CLC): Promoting internal values in higher education. Studies in Higher Education, 43, 416-426.

  • Miedijensky, S., & Tal, T. (2016). Reflection and assessment for learning in science enrichment  courses for the gifted. Studies in Educational Evaluation, 50, 1-13. DOI: 10.1016/j.stueduc.2016.05.001

  • Lavie Alon, N., & Tal, T. (2017). Teachers as secondary players: Involvement in field trips to natural environments. Research in Science Education, 47, 869-887. Published online: July 2016, DOI: 10.1007/s11165-016-9531-0.

  • Furman-Shaharabani, Y., & Tal, T. (2017). Teachers’ practice a decade after an extensive professional development program for science teachers. Research in Science Education, 47, 1031–1053. Published online August 24, 2016. DOI: 10.1007/s11165-016-9539-5.

  • Lavie Alon, N., & Tal, T. (2017). Field trips to natural environments: How outdoor educators use the physical environment. International Journal of Science Education Part B, 7, 237-252. published online November, 2016

  • Tal, T., Peled, E. (2017). The philosophies, contents and pedagogies of environmental education in 10 Israeli elementary schools. Environmental Education Research, 23, 7, 1032-1053. DOI: 10.1080/13504622.2016.1153047.

  • Shaby, N., Ben Zvi Assaraf, O., & Tal, T. (2017). The particular aspects of science museum exhibits that encourage students’ engagement. Journal of Science Education and Technology, 26, 253–268.  DOI 10.1007/s10956-016-9676-7

  • 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. DOI: 10.1080/13504622.2016.1204986.

  • Tal, T., & Tsaushu, M. (2017) Student-centered introductory biology course: Evidence for deep learning. Journal of Biological Education, 52, 1-15. DOI: 10.1080/00219266.2017.1385508.

  • Shaby, N., Ben Zvi Assaraf, O., & Tal, T. (2017 Published online October). A student’s-eye view: what 4th grade students describing their visit to a science museum recall as significant. Research in Science Education. DOI 10.1007/s11165-017-9669-4.

  • Ginosar, A., & Tal, T (2018). Teaching journalistic texts in science classes: The importance of media literacy. Journal of Science Education and Technology, 27, 205-214. DOI: 10.1007/s10956-017-9718-9.

  • Kali, Y., Levy, K. S., Levein-Peled, R., & Tal, T. Supporting outdoor-inquiry-learning (SOIL): Teachers as designers of mobile-assisted seamless learning. British Journal of Educational Technology. DOI: 10.1111/bjet.12698

  • Owens, D. C., Peer, R. S., Alexander, H. A., Reiss, M. J., & Tal, T. (2018). Scientific and religious perspectives on evolution in the curriculum: An approach based on pedagogy of difference. Research in Science Education, 48, 1171-1186. DOI 10.1007/s11165-018-9774-z.

  • Shaby, N., Ben Zvi Assaraf, O., & Tal, T. (2019). An examination of the interactions between museum educators and students on a school visit to science museum. Journal of Research in Science Teaching, 56, 211-239. DOI: 10.1002/tea.21476.

  • Shaby, N., Ben Zvi Assaraf, O., & Tal, T.  (2019). Engagement in a science museum – the role of social interactions. Visitor Studies, DOI: 10.1080/10645578.2019.1591855

  • Nativ-Ronen, E., & Tal, T. (2019). University STEM outreach programs: High school students in science centers. Visitor Studies, 22, 147-170, DOI:10.1080/10645578.2019.1625634

  • Shaby, N., Ben Zvi Assaraf, O., & Tal, T. (2019). “I Know how it works!” Student engagement with exhibits in repeat visits to a science museum –  A retrospective view from a longitudinal study. International Journal of Science Education, Part B, 9, 233-252, DOI: 10.1080/21548455.2019.1624991

  • Tal, T., Levin-Peled, R., & Levy, K. (2019). Towards more sophisticated views of teachers about inquiry-learning: The contribution of diverse experiences in the outdoor environment. Innovation and Education,

  • Zaradez, N., Sela-Sheffi, R. & Tal., T. (2020). The identity work of environmental education teachers in Israel. Environmental Education Research, 26, 6, 812-829, DOI: 10.1080/13504622.2020.1751084

  • Tal, T. (2020). Inequity and cultural differences of out-of-school science education: The case of the Arab minority in Israel. Asia Pacific Science Education, 6, 427-455, DOI: 10.1163/23641177-BJA10011.

  • Tal, T., & Dallashe, S. (2020). Engaging the hands, heads and hearts in a medical simulation informal learning environment. Journal of Research in Science Teaching, DOI: 10.1002/tea.21677.


  • Kaplan-Mintz, K., Tal, T., & Ayalon, O. (2021). Motivation to teach a non-mandatory learning-unit on energy efficiency and renewable energy. International Journal of Science Education, 19, DOI: 10.1080/09500693.2021.1907631.

  • Zur, S. & Tal, T. (2021). “We know our students”: Teacher views of inquiry-based learning implementation in light of their working context. Proceedings of the Singapore National Academy of Science (PSNAS), 15, 2, 1-14. DOI 10.1142/S2591722621400093.

  • Peer Review Journals in Hebrew

  • Alkaher, I.& Tal, T. (2013). Challenges and dilemas in the multi-cultural environmental discourse: A case study of an educational project in the Galilee. Ecology and Environment, 4, 138-147.

  • Mintz, K., & Tal, T. (2015). For the next generation – Integrating sustainability issues in higher education courses. Ecology and Environment, 6, 309-308.

  • Shasha Sharf, H. & Tal, T. (2021). Learning of controversial decisions as a lever for developing independent civic thinking: The case of natural gas policy in Israel. Ecology and Environment, 12, 1.


  • Hazzan, O., Heyd-Metzuyanim, E., Even-Zahav, A., Tal, T. and Dori, Y. J. Application of Management Theories for STEM Education: The Case of SWOT Analysis, SpringerBriefs in Education.

Book Chapters

  • Tal, T. (2009). Three perspectives of environmental education in Israel: Ideologies, national conflicts and the environmental movement. In D. Zandvliet (Ed.), Diversity in environmental education research (pp. 25-41). Sense publishers.

  • Tal, T., Kali, Y., Magid, S., & Madhok, J. J. (2011). Enhancing the authenticity of a Web-based module for teaching simple inheritance. In T. D. Sadler (Ed.), Socio-scientific Issues in the Classroom (pp. 11-38). Netherlands: Springer.

  • Wong, S.-L., Tal, T., & Sadler, T. D. (2011). Metalogue: Using issues and participatory experiences to enhance student learning and interest. In T. D. Sadler (Ed.), Socio-Scientific Issues in the Classroom (pp. 39-43). Netherlands: Springer.

  • Evagorou, M., Sadler, T. D., & Tal, T. (2011). Metalogue: Assessment, audience, and authenticity for teaching SSI and argumentation. In T. D. Sadler (Ed.), Socio-scientific Issues in the Classroom (pp. 161-166). Netherlands: Springer.

  • Tal, T. (2012). Out-of-School: Learning experiences, teaching and students’ learning. In: K. Tobin & B. J. Fraser & C.J. McRobbie (eds.). Second international handbook of science education (pp. 1109-1122). Springer.

  • Tal, T. (2012). Imitating the family visit: Small group exploration in an ecological garden. In: E. Davidsson & A. Jakobsson (Eds.), Understanding interactions at science centers and museums – A sociocultural perspective (pp. 193-205). Sense Publishers.

  • Tal, T. (2012). Action research as a means to learn to teach in out-of-school settings. In: D.B. Ash, J. Rahm, & L. Melber (Eds). Putting theory into practice: Tools for research in informal settings. (pp.76-93). Rotterdam: Sense Publishers.

  • Tal, T. (2013). Reflections on context, place-based education and science for all. In: J. A. Bianchini, V. L. Akerson, A. M. Calabrese Barton, O. Lee, & Rodriguez A. (Eds.). Moving the equity agenda forward: Equity research, practice and policy in science education (pp. 211-218). Springer: Dordrecht.

  • Tal, T., & Fresco, B. (2014). Challenging diversities in teacher training and in their professional development. In: Arcavi, A., & Mendel Levy, N. (eds.). Education system for all and for each and every one (pp.86-105). Jerusalem: The Initiative for Applied Education Research, The Israel Academy of Sciences and Humanities.

  • Tal, T., Aviam, M., Levin-Peled, R., & Lavie Alon, N. (2016). Teachers in the outdoors: Bridging formal and informal practices. In: L. Avraamidou & W-M Roth (Eds.). Intersections of Formal and Informal Science (pp. 93-109). New York, NY: Routledge.

  • Tal, T. (2016). From schools to nature: Bridging learning environments in Israel. In: M-H Chiu (Ed.). Science education research and practices in Asia: Challenges and opportunities (pp. 539-552). Springer.

  • Tal, T. (2020). Green Schools in Israel: Multiple rationales and multiple action plans. In: Gough, A., Ci-Kin Lee, J., &Po Keung Tsang, E. (Eds.). Green Schools Globally: Stories of impact on education for sustainable development (pp. 227-244). Springer.

  • Shasha-Sharf, H., & Tal, T. (2021). Who benefits from the Natural Gas in Israel? Using a Public Debate to Teach all Components of Education for Sustainable Development, In: Achiam, M., Dillon, J., & Glackin, M. (eds.). The role of out-of-school science education in addressing wicked problems. Springer, forthcoming.

Environmental education and informal science education