Our vision inspires our mission to ensure international excellence in research on learning, teaching and assessment in the fields of STEM, in order to shape educational leadership in the formal education system and beyond. This leadership, together with our aspiration of excellence in STEM teaching, will inspire our future citizens, scientists and engineers, improve scientific and technological literacy, and promote informed public discourse.

The Department vision supports and is supported by the Technion vision, which is to become a “science and technology research university, among the world’s top ten, dedicated to the creation of knowledge and the development of human capital and leadership, for the advancement of the State of Israel and all humanity.”

Our focus on education (rather than teaching) opens new research opportunities, e.g.: the learning sciences, ethics, multi-cultural education, and entrepreneurship. In what follows, we describe some of our research directions; their actual implementation, however, will be determined by faculty members’ interests, new technologies and available budgets. Nevertheless, the topics listed below illustrate the directions the Department wishes to pursue.

  • Rethinking the role of the STEM educational system in general and with respect to its connections to higher education in particular, considering the school and the university perspective.
  • Engineering and practical engineering education
  • 21st century learning skills: Today’s learners frequently find themselves in learning environments that are constantly and dramatically changing. That is why, an emphasis on what students can do with knowledge, rather than how much knowledge they acquire, has become the essence of 21st century education and skills. The 21st century is quite unlike any other century before in the skills needed for work, citizenship, and self-actualization. The departments follows the recommendations of the OECD report- Education at a Glance (2012) and the NRC report- Education for Life and Work (2012) with all that concerns enhancing students’ transferable knowledge and skills in the 21st century.
  • The profession of STEM education in general and new models for STEM teacher preparation (e.g., the Views program) in particular; interdisciplinary science and engineering education.
  • Distant learning: Its extent in higher education; Models for different courses: on-line, F2F, learning technologies; Virtual space; The emergence of new kind of universities
  • Learning beyond schools and classrooms – every-day and lifelong learning environments.
  • Brain based learning technologies: The OECD published in 2007 a major publication to describe what imaging techniques and other advances in the neurosciences reveal about how the brain is involved in acquiring skills such as in mathematics, language and science. This started a new ‘wave’ of action in the world-wide educational research community known as NeuroEducation/Educational-Neuroscience.

With respect to research methods, we foster both quantitative and qualitative methods to deepen and widen our research goals. We also foster and support our graduate students who publish research papers during their studies.