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UID:54@edu.technion.ac.il

DTSTART;TZID=Asia/Jerusalem:20240825T143000

DTEND;TZID=Asia/Jerusalem:20240825T153000

DTSTAMP:20240819T053822Z

URL:https://edu.technion.ac.il/events/%d7%a1%d7%9e%d7%99%d7%a0%d7%a8-%d7%a
 1%d7%99%d7%95%d7%9d-%d7%93%d7%a8-%d7%9b%d7%a8%d7%9e%d7%9c%d7%94-%d7%a9%d7%
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SUMMARY:סמינר: תפיסות ופרקטיקות בחשיבה ביקור
 תית בחינוך מדעי והנדסי מנקודת מבט תרבותי
 ת. סיום דר'- כרמלה שהב\, מנחה פרופ' מירי ברק
DESCRIPTION:Lecturer:\n Location:כיתה 307\, הפקולטה לחינוך
  למדע וטכנולוגיה\n Zoom: \n סמינר: תפיסות ופר
 קטיקות בחשיבה ביקורתית בחינוך מדעי והנד
 סי מנקודת מבט תרבותית.\nThe Conception and Practice of C
 ritical Thinking in Science and Engineering Education from a Cultural Pers
 pective \nסיום דר'- כרמלה שהב\, מנחה- פרופ' מירי
  ברק.\nAbstract:\nCritical thinking (CT) is viewed as a core competency
  essential for university graduates to successfully compete in the 21st ce
 ntury global economy\; yet\, much obscurity remains regarding its practica
 l role in science and engineering education\, especially in an era which e
 mbraces the internationalization of higher education. Accordingly\, this s
 tudy aimed to: (1) analyze how CT is conceptualized and practiced across c
 ultures\; (2) develop\, implement and examine an instructional framework f
 or promoting CT in science and engineering education. The study was conduc
 ted at an Israeli university and its international branch in China. A sequ
 ential mixed methods approach was applied\, starting with semi-structured 
 interviews with 10 instructors and 34 students. This was followed by a two
 -by-two experimental design (country-by-group)\, which included pre- and p
 ost-questionnaires administered to a sample of 308 students\, examining th
 eir perceived CT learning experiences. The experimental groups were guided
  by a newly designed instructional framework which incorporates digital to
 ols and intertwines individual and collaborative activities to explicitly 
 promote CT with six main learning activities in conjunction with tradition
 al course materials. The students in the control groups studied the same l
 earning materials according to a traditional approach. The findings indica
 te that the intervention was perceived by the Chinese students in the expe
 rimental group as more effective in promoting all of the five examined CT 
 skills compared to students in the control groups who studied according to
  traditional methods\, while the Israeli students in the experimental grou
 p found it particularly promoted learning skills related to evaluation and
  self-regulation. No significant differences were found between the Chines
 e and Israeli experimental groups\, suggesting that the model is cross-cul
 tural. The study’s theoretical contribution is the creation of a novel p
 edagogical model that integrates elements of the sociocultural theory with
  CT concepts and instructional design principles. Methodologically\, the s
 tudy offers an innovative tool for analyzing both students' and instructor
 s' conceptualization and experience with CT. The practical contribution is
  suggested examples of learning activities for fostering CT in science and
  engineering courses.\nBio:  \nCarmella is a doctoral student under the s
 upervision of Professor Miri Barak. She received her bachelor’s degree i
 n general history and English literature from Tel Aviv University\, a teac
 hing certificate from Haifa University and a master’s degree in educatio
 n from Oranim Academic College of Education (summa cum laude). Carmella te
 aches scientific English at the Technion and academic English at Max Stern
  Yezreel College. During her studies\, her article was published in the Jo
 urnal of Science Education and Technology. In addition\, her research was 
 presented at a number of national and international conferences including 
 Chais\, ESERA\, NARST and EARLI.
LOCATION:כיתה 307\, הפקולטה לחינוך למדע וטכנולו
 גיה

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