Beit Berl College

Bet Yiẕẖaq, Israel

Beit Berl College

Bet Yiẕẖaq, Israel
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Hazzan O.,Technion - Israel Institute of Technology | Gal-Ezer J.,Open University of Israel | Ragonis N.,Technion - Israel Institute of Technology | Ragonis N.,Beit Berl College
ACM Inroads | Year: 2010

This paper presents a workshop on the establishment of computer science teacher preparation programs. The workshop is designed for the potential initiators of such programs - computer scientists and computer science curriculum developers- who do have computer science teaching experience, either in academia or in the high school, but lack knowledge about the actual construction of such programs. We suggest that such a workshop may stimulate the establishment of additional computer science teacher preparation programs, meeting the need identifi ed in 2007 by the CSTA.


Klieger A.,Beit Berl College
TechTrends | Year: 2016

The “Wisdom of Crowds” hypothesis has been introduced into many fields, but not into education. Groups with diverse knowledge and skills make better decisions than homogenous groups or expert groups. Diversity adds different points of view, which improve the problem solving ability of the group. The increased use of social networks makes it possible to employ the wisdom of crowds for creating new educational approaches for teaching-learning purposes. This article demonstrates the use of the wisdom of crowds for preparing lesson plans and learning units. All lesson plans and learning units improved following the wisdom of crowds. Collaboration of crowds can be used in many ways, including writing exams, classroom interactions, turning topics into relevant material for pupils, suggesting alternative methods of evaluation, etc. © 2016 Association for Educational Communications & Technology


Klieger A.,Beit Berl College | Yakobovitch A.,Gordon College
Journal of Science Education and Technology | Year: 2011

The introduction of standards into the education system poses numerous challenges and difficulties. As with any change, plans should be made for teachers to understand and implement the standards. This study examined science teachers' perceptions of the effectiveness of the standards for teaching and learning, and the extent and ease/difficulty of implementing science standards in different grades. The research used a mixed methods approach, combining qualitative and quantitative research methods. The research tools were questionnaires that were administered to elementary school science teachers. The majority of the teachers perceived the standards in science as effective for teaching and learning and only a small minority viewed them as restricting their pedagogical autonomy. Differences were found in the extent of implementation of the different standards and between different grades. The teachers perceived a different degree of difficulty in the implementation of the different standards. The standards experienced as easiest to implement were in the field of biology and materials, whereas the standards in earth sciences and the universe and technology were most difficult to implement, and are also those evaluated by the teachers as being implemented to the least extent. Exposure of teachers' perceptions on the effectiveness of standards and the implementation of the standards may aid policymakers in future planning of teachers' professional development for the implementation of standards. © 2010 Springer Science+Business Media, LLC.


Ragonis N.,Beit Berl College | Shilo G.,Beit Berl College
SIGCSE 2013 - Proceedings of the 44th ACM Technical Symposium on Computer Science Education | Year: 2013

The cognitive abilities of learners have been studied extensively in both psychological and educational contexts. In the field of education, attention is placed on high-order thinking strategies, while in computer science education the focus is on cognitive skills required for solving problems. Since any process of problem solving is based on answering questions, it is worth looking at the questions we ask. In this conceptual framework, the current study aims to investigate the cognitive requirements from learners answering questions that arise from the questions' formulation. The study focuses on a linguistic investigation of keyword that appear in questions aimed at promoting the learners' high-order thinking when solving problems. To sharpen our attention to the uses of particular keyword in questions, we present a comparison between questions used in two different disciplines, computer science and linguistics. The paper outlines and describes nine question keyword categories, demonstrates the question keyword categories, and argues that the cognitive requirements from learners answering those questions are very similar for both disciplines. Copyright © 2013 ACM.


Ragonis N.,Beit Berl College | Ragonis N.,Technion - Israel Institute of Technology | Hazzan O.,Technion - Israel Institute of Technology | Gal-Ezer J.,Open University of Israel
SIGCSE'10 - Proceedings of the 41st ACM Technical Symposium on Computer Science Education | Year: 2010

This paper focuses on the development and implementation of computer science (CS) teacher preparation programs, which are among the educational and pedagogical challenges faced by those involved in the current development of CS. It presents a survey that reflects the accumulative knowledge gained in Israel over the past twenty years with respect to CS teacher preparation. We explored nine institutes (six universities and three teacher education colleges) that offer CS teacher preparation programs. The survey indicates that while the programs vary in their implementation details, they are all motivated by the unique characteristics of CS, which play a central role in their design. We suggest that this observation further emphasizes the obvious: CS deserves designated CS teacher preparation programs. We therefore hope that this survey will contribute to the community of CS educators in general and to practitioners involved in developing CS teacher preparation programs in particular. Copyright 2010 ACM.


Ragonis N.,Beit Berl College
Olympiads in Informatics | Year: 2012

In this paper, I explore and discuss the variety of types of questions that can be used by computer science educators in different teaching situations and processes: in classroom lessons, in the computer lab, as homework, or in tests. The use of various types of questions offers many advantages, both for learners and for the teaching process. Twelve different types of question are discussed. Each is presented by its classification title, a short description of the specific type of question, a concrete example or an example pattern, and a short pedagogical discussion that includes remarks on cognitive aspects. Three general types of questions are presented and discussed: combination questions, narrative questions, and closed questions. These types of questions relate to "programming-like" assignments since they are the most common subject encountered in the teaching of computer science (Java is used as the implementation language). However, as discussed here in brief, most of the question types are also suitable for most other contents in the teaching of computer science. © 2012 Vilnius University.


Ragonis N.,Beit Berl College | Hazzan O.,Technion - Israel Institute of Technology | Gal-Ezer J.,Open University of Israel
SIGCSE'11 - Proceedings of the 42nd ACM Technical Symposium on Computer Science Education | Year: 2011

This paper focuses on the development and implementation of computer science (CS) teacher preparation programs, which are two of the main educational and pedagogical challenges faced by those involved in CS education. Specifically, the paper presents the second stage of a study, the first stage of which focused on the accumulative knowledge gained in Israel over the past twenty years on CS teacher preparation. The first stage of the study, presented in SIGCSE 2010, emphasized the obvious: CS deserves designated CS teacher preparation programs. The second stage of the study, presented in this paper, is based on a deeper analysis of the data gathered in the first stage. Specifically, we approached a wider community of CS teacher educators (from Israel, Europe, and the USA) and explored its perspective on one element of teacher preparation programs - the Methods of Teaching CS (MTCS) course. The conclusions from this stage can be viewed as a comprehensive framework for the design of an MTCS course, both in terms of topics to be included in the course as well as the relative weight (in time) that is to be dedicated to each topic.


This qualitative study focuses on the unique characteristics of drug abuse among former Soviet Union (FSU) immigrant drug addicts in Israel, as well as on special concerns faced by them during rehabilitation. It is based on in-depth interviews with Russian-speaking recovering addict counselors employed in addiction treatment centers. The findings point to the existence of a distinct "Russian" drug-abuse culture that is expressed through unique patterns of abuse, rapid deterioration, adherence to the "Russian" criminal moral code, and distinct norms of interpersonal relations. Furthermore, a complex relationship between this culture and the rehabilitation process was found, with cultural features having both negative as well as positive effects on patients' chances of successful recovery. A discussion is presented regarding the implications for treatment based on the interviewees' reflections as well as on existing literature. © The Author(s) 2016.


Klieger A.,Beit Berl College | Sherman G.,Beit Berl College
Physics Education | Year: 2015

Creativity can be viewed from different perspectives, such as the creative thinking process, the product, the creative environment and the individual. The physics domain, which is based on experiments, research, hypotheses and thinking outside the box, can serve as an excellent grounding for creativity development. This article focuses on creative thinking in physics textbooks. Creative thinking includes divergent thinking, which consists of four core components: fluency, flexibility, novelty and elaboration. The purpose of our study is to understand whether and how physics textbooks (such as the Israeli high-school book Newtonian Mechanics) enable the promotion and development of creative thinking. Findings indicate that they do not, so there is a need to raise physics teachers' awareness of the importance of creative thinking in learning materials. It is advisable for physics teachers to engage in professional development courses in appropriate teaching strategies for the development of this creativity. © 2015 IOP Publishing Ltd.


PubMed | Beit Berl College, Shalvata Mental Health Center and Haifa University
Type: Journal Article | Journal: Work (Reading, Mass.) | Year: 2017

Combat stress reaction (CR) is a syndrome with a wide range of symptoms including changes in soldiers behaviors, emotional and physiological responses, avoidance and a decrease in both personal and military functioning. The short-term goal in treating CR is a speedy return to healthy functioning, whereas the long-term goal is to prevent the development of PTSD. Previous research has indicated that the achievement of this short-term goal affects the achievement of the long-term goal and vice versa. Effective treatment requires intervention by trained professionals proficient in reinforcing personal and functional identity without psychiatric labelling. The present paper presents a therapeutic model integrating OT in treating CR within a military setting. The model emphasizes the importance of preventing fixation to the role of patient and a rapid return to maximal functioning. Based on Kielhofners Model of Human Occupation, which aims to promote adaptive and efficient functioning by engaging soldiers in tasks supporting their military identity, empowering functionality, and increasing their perceived competency. The model emphasizes the therapeutic milieu within a military environment. Practical application of this model focuses on interdisciplinary aspects and client-focused application. The paper describes an assessment process for each soldier entering the CR unit and a treatment model integrating OT.

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