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Professor Yehudit Judy Dori

Professor Emerita

Publications

Theses

  1. Ph.D. The Development, Implementation and Evaluation of a Chemistry Curriculum for Nursing Schools in Israel, Weizmann Institute of Science, 1988. Academic advisors: Professor D. Samuel and Professor A. Hofstein.

  1. M.Sc. The Immunological Mechanism of Unresponsiveness to Experimental Allergic Encephalomyelitis in Mice; Replacement of Suppressor Cells by a Soluble Factor. Weizmann Institute of Science, 1981. Academic advisors: Professor R. Arnon and Dr. D. Teitelbaum.

     

Papers in Refereed Journals

  1. Z. Lando, Y. Dori, D. Teitelbaum, and R. Arnon (1981). Unresponsiveness to experimental allergic Encephalomyelitis in mice: Replacement of suppressor cells by a soluble factor. The Journal of Immunology, 5, 1915-1919.

  1. Z. Lando, Y. Dori, D. Teitelbaum, and R. Arnon (1982). Suppressor factor specific to Myelin basic Encephalitogen. Journal of the Neurological Sciences, 53, 113-123.
  1. Y.J. Dori and J.M. Yochim (1990). Learning patterns of college students using an intelligent computer assisted instruction module. Journal of College Science Teaching, 20(2), 99-103.
  1. Y.J. Dori, D. Dori, and J.M. Yochim (1992). Characteristics of an intelligent computer assisted instruction shell with an example in human physiology. Journal of Computers in Mathematics and Science Teaching, 11(3/4), 289-302.
  1. Y.J. Dori and N. Barnea (1993). A computer aided instruction module on polymers. Journal of Chemical Information and Computer Sciences, 33(3), 325-331.
  1. Y.J. Dori (1994). Achievement and attitude evaluation of a case-based chemistry curriculum for nursing students. Studies in Educational Evaluation, 20(3), 337-348.
  1. Y.J. Dori and J.M. Yochim (1994). Human physiology: Improving students’ achievements through intelligent studyware. Journal of Science Education and Technology, 3(4), 263-269.
  1. Y.J. Dori, D. Dori, and J.M. Yochim (1995). Intelligent computer assisted instruction for a human physiology course: Principles and assessment. Journal of College Science Teaching, 24(3), 189-194.
  1. Y.J. Dori (1995). Cooperative development of organic chemistry computer assisted instruction by experts, teachers and students. Journal of Science Education and Technology, 4(2), 163-170.¬
  1. U. Zoller, A. Lubezky, M. Nakhleh, B. Tessier, and Y.J. Dori (1995). Success on algorithmic and LOCS vs. conceptual chemistry exam questions. Journal of Chemical Education, 72(11), 987-989.
  1. Y.J. Dori and M. Hameiri (1996). “The Mole Environment” – development and implementation of a studyware. Journal of Chemical Information and Computer Sciences, 36(4), 625-628.
  1. N. Barnea and Y.J. Dori (1996). Computerized molecular modeling as a tool to improve chemistry teaching. Journal of Chemical Information and Computer Sciences, 36(4), 629-636.
  1. D. Dori and Y.J. Dori (1996). Object-process analysis of a hypertext organic chemistry studyware. Journal of Computers in Mathematics and Science Teaching, 15(1/2), 65-84.
  1. I. Geva-May and Y.J. Dori (1996). Analysis of an induction model. British Journal of In-service Education, 22(3), 333-354.
  1. Y.J. Dori and N. Barnea (1997). In-service chemistry teachers training: the impact of introducing computer technology on teachers’ attitudes and classroom implementation. International Journal of Science Education, 19(5), 577-592.
  1. Y.J. Dori and M. Hameiri (1998). The “Mole Environment” studyware: Applying multidimensional analysis to quantitative chemistry problems. International Journal of Science Education, 20(3), 317-333.
  1. Y.J. Dori, M. Alon, and D. Dori (1998). Coordinating multimedia within groupware applications. International Journal of Computers and Applications, 20(2), 83-91.
  1. Y.J. Dori and O. Herscovitz (1999). Question posing capability as an alternative evaluation method: Analysis of an environmental case study. Journal of Research in Science Teaching, 36(4), 411-430.
  1. N. Barnea and Y.J. Dori (1999). High-school chemistry students’ performance and gender differences in a computerized molecular modeling learning environment. Journal of Science Education and Technology, 8(4), 257-271.
  1. Y.J. Dori and R.T. Tal (2000). Formal and informal collaborative projects: Engaging in industry with environmental awareness. Science Education, 84(1), 95-113.
  1. N. Barnea and Y.J. Dori (2000). Computerized molecular modeling the new technology for enhancing model perception among chemistry educators and learners. Chemistry Education: Research and Practice in Europe, 1(1), 109-120. http://www.uoi.gr/conf_sem/cerapie/2000_January/pdf/16barneaf.pdf
  1. R.T. Tal, Y.J. Dori, and R. Lazarowitz (2000). A project-based alternative assessment system. Studies in Educational Evaluation, 26(2), 171-191.
  1. Y.J. Dori and M. Barak (2001). Virtual and physical molecular modeling: Fostering model perception and spatial understanding. Educational Technology & Society, 4(1), 61-
  2. http://ifets.ieee.org/periodical/vol_1_2001/dori.pdf
  1. R.T. Tal, Y.J. Dori, S. Keiny, and U. Zoller (2001). Assessing conceptual change of teachers involved in STES education and curriculum development – The STEMS project approach. International Journal of Science Education, 23(3), 247-261.
  1. U. Zoller, Y.J. Dori, and A. Lubezky (2002). Algorithmic and LOCS vs. HOCS chemistry exam questions: Performance and attitudes of college students. International Journal of Science Education, 24(2), 185-203.
  1. Y.J. Dori, R.T. Tal, and Y. Peled (2002). Characteristics of science teachers who incorporate Web-based teaching. Research in Science Education, 32(4), 511-547.
  1. Y.J. Dori (2003). From nationwide standardized testing to school-based alternative embedded assessment in Israel: Students’ performance in the “Matriculation 2000” Project. Journal of Research in Science Teaching, 40(1), 34-52.
  1. A. Zohar and Y.J. Dori (2003). Higher order thinking skills and low achieving students – Are they mutually exclusive? The Journal of the Learning Sciences, 12(2), 145-182.
  1. Y.J. Dori and M. Hameiri (2003). Multidimensional analysis system for quantitative chemistry problems – Symbol, macro, micro and process aspects. Journal of Research in Science Teaching, 40(3), 278-302.
  1. Y.J. Dori, R.T. Tal, and M. Tsaushu (2003). Teaching biotechnology through case studies – Can we improve higher order thinking skills of non-science majors? Science Education, 87(6), 767-793.
  1. Y.J. Dori, M. Barak, and N. Adir (2003). A Web-based chemistry course as a means to foster freshmen learning. Journal of Chemical Education, 80(9), 1084-1092.
  1. Y.J. Dori, J.W. Belcher, M. Bessette, M. Danziger, A. McKinney, and E. Hult (2003). Technology for active learning. Materials Today, 6(12), 44-49.
  1. Y.J. Dori, I. Sasson, Z. Kaberman, and O. Herscovitz (2004). Integrating case-based computerized laboratories into high school chemistry. The Chemical Educator, 9, 1-5.
  1. A. Lubezky, Y.J. Dori, and U. Zoller (2004). HOCS-promoting assessment of students’ performance on environmental-related undergraduate chemistry. Chemistry Education: Research and Practice in Europe, 5(2), 175-184. http://www.uoi.gr/cerp/2004_May/pdf/08Zoller.pdf
  1. Y.J. Dori and J.W. Belcher (2005). How does technology-enabled active learning affect students’ understanding of scientific concepts? The Journal of the Learning Sciences, 14(2), 243-279.
  1. M. Barak and Y.J. Dori (2005). Enhancing undergraduate students’ chemistry understanding through project-based learning in an IT environment. Science Education, 89(1), 117-139.
  1. Y.J. Dori and O. Herscovitz (2005). Case-based long-term professional development of science teachers. International Journal of Science Education, 27(12), 1413-1446.
  1. M. Birenbaum, K. Breuer; E. Cascallar, F. Dochy, Y.J. Dori, J. Ridgway, and R. Wiesemes (2006). A learning integrated assessment system. In: EARLI Series of Position Papers. R. Wiesemes, G. Nickmans A. (Eds.). Educational Research Review, 1(1), 61-67.

  1. Y.J. Dori, E. Hult, L. Breslow and J.W. Belcher (2007). How much have they retained?

    Making unseen concepts seen in a freshman electromagnetism course at MIT. Journal of Science Education and Technology, 16(4), 299-323.

  1. Y.J. Dori (2007). Educational reform at MIT: Advancing and evaluating technology-based projects on- and off-campus. Journal of Science Education and Technology, 16(4), 279-281.
  1. Y.J. Dori and I. Sasson (2008). Chemical understanding and graphing skills in an honors case-based computerized chemistry laboratory environment: The value of bidirectional visual and textual representations. Journal of Research in Science Teaching, 45(2), 219-250.
  1. Y.J. Dori (2008). Reusable and Sustainable Science and Engineering Education. Journal of Science Education and Technology, 17(2), 121-123.
  1. Z. Kaberman and Y.J. Dori (2009). Question posing, inquiry, and modeling skills of high school chemistry students in the case-based computerized laboratory environment. International Journal of Science and Mathematics Education, 7, 597-625.
  1. Z. Kaberman and Y.J. Dori (2009). Metacognition in chemical education: Question posing in the case-based computerized learning environment. Instructional Science, 37(5), 403-436.
  1. R. Levine-Peled, Y. Kali, and Y. J. Dori (2009). The role of design-principles in designing courses that promote collaborative learning in higher-education. Computers in Human Behavior, 25(5), 1067-1078.
  1. M. Barak, Z. Kaberman, O. Herscovitz, and Y.J. Dori (2009). MOSAICA: A Web-2.0 based system for the preservation and presentation of cultural heritage. Computers & Education, 53(3), 841-852.
  1. M. Barak and Y.J. Dori (2009). Enhancing higher order thinking skills among in-service science teachers via embedded assessment. Journal of Science Teacher Education, 20, 459-474.
  1. N. Barnea, Y.J. Dori and A. Hofstein (2010). Development and implementation of inquiry-based and computerized-based laboratories: Reforming high school chemistry in Israel. Chemistry Education Research and Practice, 11, 218–228.
  1. Y.J. Dori and A. Silva (2010). Assessing international product design & development graduate courses: The MIT-Portugal program. Advances in Engineering Education, 2(2), 1-30. http://advances.asee.org/vol02/issue02/papers/aee-vol02-issue02-p07.pdf
  1. R. Mitchell, Y.J. Dori, and N.H. Kuldell (2011). Experiential engineering through iGEM – an undergraduate summer competition in synthetic biology. Journal of Science Education and Technology, 20(2), 156-160.
  1. M. Barak, T. Ashkar and Y.J. Dori (2011). Learning science via animated movies: Its effect on students’ thinking and motivation. Computers & Education, 56(3), 839-846.
  1. Y. Peled, Y. Kali and Y.J. Dori (2011). School principals’ influence on science teachers’ technology implementation: A retrospective analysis. International Journal of Leadership in Education, 14(2), 229-245.
  1. M. Barak and Y.J. Dori (2011). Science education in primary schools: Is an animation worth a thousand pictures? Journal of Science Education and Technology, 20, 608–620.
  1. S. Avargil, O. Herscovitz and Y.J. Dori (2011). Teaching thinking skills in context-based learning: Teachers’ challenges and assessment knowledge. Journal of Science Education and Technology. Online first DOI 10.1007/s10956-011-9302-7.

  1. Y.J. Dori and Z. Kaberman (2012). Assessing high school chemistry students’ modeling sub-skills in a computerized molecular modeling learning environment. Instructional Science, 40, 69-91. 

    Submitted

  1. Y.J. Dori, S. Avargil and O. Herscovitz. From small- to large-scale intervention in chemical education: Towards narrowing the metacognitive gap.

  1. I. Sasson and Y.J. Dori. A three-attribute transfer skills framework: task distance, interdisciplinarity, and skills set.

     

Papers in Journals (Hebrew)

  1. Y.J. Dori, D. Dori and J.M. Yochim (1993). Characteristics of an intelligent computer assisted instruction shell. Halacha Lemaashe¬ – From Theory to Practice in Curriculum Development, 8, 90-104.
  1. O. Herscovitz and Y.J. Dori (1996). Cooperative learning – Application of the Jigsaw method while studying acids and bases in chemistry laboratory. Halacha Lemaashe ¬– From Theory to Practice in Curriculum Development, 11, 127-150.
  1. N. Barnea and Y.J. Dori (1997). Integrating computerized molecular modeling into 10th grade chemistry teaching. Studies in Education, 2, 121-147 (with English abstract).
  1. R. T. Tal, Y.J. Dori, and U. Zoller (1999). Assessing the development of system approach of MATAS science teachers and STES curriculum developers – A case study. Halacha Lemaashe¬ – From Theory to Practice in Curriculum Development, 14, 111-129.
  1. O. Herscovitz and Y.J. Dori (2000). System approach in science teaching – Theory, implementation, and evaluation of the solubility topic in science and technology teacher training. Halacha Lemaashe¬ – From Theory to Practice in Curriculum Development, 15, 50-73.

  1. N. Barnea, Z. Kaberman, and Y.J. Dori (2007). From nationwide standardized testing to embedded assessment: Principals’, teachers’, and students’ attitudes toward “Matriculation 2000” Project. Halacha Lemaashe – From Theory to Practice in Curriculum Development, 19, 9-47. 

     

Books

Edited Book

  1. Zohar and Y.J. Dori (2012). Metacognition in Science Education: Trends in Current Research. Dordrecht, The Netherlands: Springer-Verlag. 280 pp.

Chapters in Books

  1. Y.J. Dori (2003). A Framework for project-based assessment in science education. In Segers, M., Dochy, F., and Cascallar, E. (Eds.). Optimizing New Modes of Assessment: In Search of Qualities and Standards, pp. 89-118. Dordrecht, The Netherlands: Kluwer Academic Publishers.
  1. Y.J. Dori and J.W. Belcher (2005). Learning electromagnetism with visualizations and active learning. In J.K. Gilbert (Ed.). Visualization in Science Education, pp. 187-216. Dordrecht, The Netherlands: Springer.
  1. Y.J. Dori, M. Barak, O. Herscovitz, and M. Carmi (2005). Preparing pre- and in-service teachers to teach high school science with technology. In C. Vrasidas and G.V. Glass (Eds.). Preparing Teachers to Teach with Technology, 2nd Volume of the book series: Current Perspectives on Applied Information Technologies, pp. 303-321. Greenwich, CT, USA: Information Age Publishing.
  1. R. Beichner, Y.J. Dori, and J.W. Belcher (2006). New physics teaching and assessment: Laboratory- and technology-enhanced active learning. In J.J. Mintzes and W.H. Leonard (Eds.). Handbook of College Science Teaching: Theory, Research and Practice, pp. 97-106. Arlington, VA, USA: NSTA Press.
  1. I. Sasson and Y.J. Dori (2006). Fostering near and far transfer in the chemistry case-based laboratory environment. In: Clarebout, G. & Elen, J. (Eds.). Avoiding Simplicity, Confronting Complexity: Advance in studying and designing powerful (computer-based) learning environments, 275-286. Rotterdam, The Netherlands: Sense Publishers.
  1. Y.J. Dori (2006). The inquiry approach in computerized learning environments: Implications on chemistry understanding levels and higher order thinking skills. In A. Zohar (Ed.). Taking the Inquiry Road: Ongoing Challenges, pp. 279-307. Magnes Press, The Hebrew University Publishing Company, Jerusalem, Israel (in Hebrew).
  1. D. Fischer-Shachor, M. Carmi, and Y.J. Dori (2010). Question posing and graphing skills of young gifted students: gender and equal opportunities aspects. In G. Cakmakci & M.F. Taşar (Eds.), Contemporary Science Education Research: Learning and Assessment (pp. 409-414). Ankara, Turkey: Pegem Akademi.
  1. I. Sasson and Y.J. Dori (2012). Transfer skills and their case-based assessment. In B.J. Fraser, K.G. Tobin, and C.J. McRobbie (Eds.). The Second International Handbook of Science Education (pp. 691-710). Dordrecht, The Netherlands: Springer-Verlag.
  1. A. Zohar and Y.J. Dori (2012). Introduction. In A. Zohar and Y.J. Dori (Eds.) Metacognition in Science Education: Trends in Current Research (pp. 1-20). Dordrecht, The Netherlands: Springer-Verlag.
  1. O. Herscovitz, Z. Kaberman, L. Saar, and Y.J. Dori (2012). The relationship between metacognition and the ability to pose questions in chemical education. In A. Zohar and Y.J. Dori (Eds.) Metacognition in Science Education: Trends in Current Research (pp. 165-195). Dordrecht, The Netherlands: Springer-Verlag.

  1. R. Mamlok-Naaman, R. Blonder, and Y.J. Dori (2012). One hundred years of women in chemistry in the 20th century: Sociocultural developments of women’s status. In M.-H. Chiu, P.J. Gilmer, and D.F. Treagust (Eds.) Celebrating the 100th Anniversary of Madame Marie Sklodowska Curie’s Nobel Prize in Chemistry (pp. 119-140). Rotterdam, The Netherlands: Sense Publishers. 

     

Academic Appointments

  1. 2009 – date Dean of Continuing Education and External Studies, Technion, Israel Institute of Technology, Haifa, Israel.

  1. 2010 – 2011 Visiting Scholar. Center for Educational Computing Initiatives, Massachusetts Institute of Technology, Cambridge, MA, USA.
  1. 2008 – 2009 Visiting Professor. Engineering Systems Division, Massachusetts Institute of Technology, Cambridge, MA, USA.
  1. 2008 – date Full Professor. Department of Education in Technology and Science, Technion, Israel Institute of Technology, Haifa, Israel.
  1. 2003 – 2007 Research Scholar. Center for Educational Computing Initiatives, Massachusetts Institute of Technology, Cambridge, MA, USA.
  1. 2002 – 2008 Associate Professor. Department of Education in Technology and Science, Technion, Israel Institute of Technology, Haifa, Israel.
  1. 1999 – 2002 Visiting Scholar. Center for Educational Computing Initiatives, Massachusetts Institute of Technology, Cambridge, MA, USA.
  1. 1995 – 2001 Senior Lecturer (Tenured, 1998). Department of Education in Technology and Science, Technion, Israel Institute of Technology, Haifa, Israel.
  1. 1991 – 1995 Lecturer. Department of Education in Technology and Science, Technion, Israel Institute of Technology, Haifa, Israel.
  1. 1988 – 1990 Research Associate. Biological Sciences, University of Kansas, Kansas, USA
  2.  1981 – 1987 Lecturer. School of Nursing, Assaf Harofeh Hospital, Zerifin, Israel

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