The group, headed by Dr Aharon (Ari) Gero, focuses on electrical engineering education and interdisciplinary education that combines physics with electronics, such as electro-optics and microelectronics education.
The research deals with
- Cognitive domain: systems thinking, computational thinking and abstract thinking
- Affective domain: academic motivation
Shekh-Abed, A. (2020). Systems thinking and abstract thinking among high-school students executing projects combining hardware and software.
Catz, B. (2022). Characteristics of interdisciplinary teaching and learning of electronic circuits.
Zoabi, W. (2012). Animation-based learning of electronic devices: The case of practical engineering students. Kaplan prize awardee for outstanding research thesis (2012).
Zach, E. (2014). Interdisciplinary program in electro-optics: Students’ attitudes and development of systems thinking skills. Kaplan prize awardee for outstanding research thesis (2014).
Danino, O. (2016). High-school course on engineering design: Enhancement of students’ motivation and development of systems thinking skills. Kaplan prize awardee for outstanding research thesis (2015).
Yamin, N. (2017). Characteristics of a basic electrical engineering course that incorporates “real-world” examples.
Abraham, G. (2018). Engineering preparatory programs: Students’ motivation and academic achievement.
Catz, B. (2018). Characteristics of problem-based learning in an electronics laboratory course: A case study.
Shlomo, I. (2020). Development of systems thinking among practical engineering students: Interdisciplinary course on medical ultrasound systems.
Essami, H. (2022). Students’ attitudes toward interdisciplinary education combining science and engineering: A high-school course on solar cells.
Hadish, M. (2023). Characteristics of an engineering course that combines several levels of abstraction: Digital systems and computer structure.