The researcher Dr. Shiry Avargil focuses on research in chemistry education in the aspects of self-efficacy, metacognition and conceptual understanding of both chemistry teachers (pre- and in-service) and chemistry students. Dr. Avargil conducted her doctoral research at the Technion and graduated at 2011. Between the years 2011-2013 she went to University of Maine, USA, where she conducted her post-doctoral research.  Dr. Avargil uses both qualitative and quantitative research methods in the study of developing pedagogical content knowledge, assessment knowledge and professional development of chemistry teachers. Her research experience in educational reforms includes chemistry and science teachers’ challenges with educational reforms and chemistry teachers pedagogical content and assessment knowledge. Her line of research connects between teachers’ innovative instructional methods, innovative assessment method, and students’ higher order thinking skills.

For more information about Dr. Shirly Avargil’s research and activities, click on the link 

2018-Date Assistant Professor, Faculty of Education in Science and Technology, Technion Israel Institute of Technology, Haifa, Israel

2014-2017 Lecturer, School of Education, Faculty of Social Sciences, Bar-Ilan University, Ramat-Gan, Israel.

2013-2014        Research Associate, Technion Research and Development Foundation Ltd.  Technion, Haifa, Israel. Researcher at the Visionair project, a European infrastructure for high level visualization facilities.

2011-2013       Postdoctoral Research and Teaching Associate, the Maine Center for Research in STEM Education (RiSE Center), University of Maine, Orono, Maine, USA.

2011    Ph.D. (direct track), Department of Education in Science and Technology, Technion, Israel Institute of Technology, Haifa, Israel.

2005    Teaching Diploma, Department of Education in Science and Technology, Technion, Israel Institute of Technology, Haifa, Israel.

2002    B.Sc. Environmental Sciences, joint degree from the Chemistry and Biology Departments, Technion, Israel Institute of Technology, Haifa Israel.

  1. Avargil, S., Bruce, M.R.M., Klemmer, S.A., Bruce, A.E. (2019). A professional development activity to help teaching assistants work as a team to assess lab reports in a general chemistry course, Israel Journal of Chemistry, 59 (6-7), 536-545.
  2. Avargil, S. (2019). Learning chemistry: self-efficacy, chemical understanding, and graphing skills. Journal of Science Education and Technology, 28(4), 285-298.
  3. 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, 21, 668-684.
  4. Avargil, S., Huttner-Shwartz, GP., Zemel, YLE (2021). Educational escape room: identify Dalton’s symbols and open the door. Journal of Chemical Education, 98(7), 2313-2322.
  5. Zemel, Y., Huttner-Shwartz, G., Avargil, S. (2021). Pre-service teachers’ implementation of rubrics for formative assessment in the inquiry-based chemistry laboratory. Chemistry Education Research and Practice, 22, 1074-1092.
  6. Avargil, S. & Piorko, R. (2022). High school students’ understanding of molecular representations in a context-based chemistry learning environment. International Journal of Science Education, 44(11)1738-1766.
  7. Avargil, S. )2022). Knowledge and skills of students’ in chemistry-related faculties as expressed in a specially designed escape room. Journal of Science Education and Technology, 31(5), 680-690.
  8. Avargil, S., Saxena, A. (2023). Students’ conceptual models in the context of air-quality learning unit. Research in Science Education, 1-25.
  9. Shwartz Gp., Herscovitz, O., & Avargil, S. (2023). Being a fly on the wall – an escape room as a pedagogical tool for assessment (in Hebrew). Bulletin of Chemistry Teachers- ALCHEMIA.
  10. Shauly, A., Shwartz, G., Avargil, S. (Accepted to be published 2023). The role of professional learning communities (PLCs) in supporting chemistry teachers during Covid-19 crisis. In Y.J., Dori, N., Courtney, & G. Szteinberg (Eds.), Digital Learning and Teaching in Chemistry. Royal Society of Chemistry.
  11. Shauly A. & Avargil S. (accepted). Teachers’ practices during emergency remote teaching: an investigation of the needs for support and the role of professional ‎learning communities. Chemistry Teacher International.