Zemira R Mevarech
Biographic Data
| ID | 2746393 |
|---|---|
| NAME | Zemira R Mevarech |
| GIVEN NAMES | Zemira R |
| FAMILY NAME | Mevarech |
| SIGNATURE | MEVARECH Z R |
| AFFILIATIONS | Bar-Ilan University |
| ORCID | 0000-0002-5704-2477 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 21 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 1 |
| FIRST PUBLICATION YEAR | 1985 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Preschoolers' Scientific Curiosity and Inquiry Capabilities
Existing tools for measuring scientific curiosity often fail to capture its multifaceted, dynamic nature—particularly in early childhood, where behaviors are context‐dependent, non‐verbal, and emergent. These challenges limit our ability to understand and support young children's scientific engagement. Drawing upon two complementary theoretical frameworks, Loewenstein's information gap theory of curiosity and Gibson's affordance theory, this stud…
Cognition, Metacognition, and Culture in STEM Education
The teaching experience and the emotions it evokes
Enhancing Mathematical Reasoning in the Classroom
The purpose of this study was to investigate the effects of four instructional methods on students’ mathematical reasoning and metacognitive knowledge. The participants were 384 eighth-grade students. The instructional methods were cooperative learning combined with metacognitive training (COOP+META), individualized learning combined with metacognitive training (IND+META), cooperative learning without metacognitive training (COOP), and individual…
The effects of metacognitive training versus worked-out examples on students' mathematical reasoning
Background: The present study is rooted in a cognitive-metacognitive approach. The study examines two ways to structure group interaction: one is based on worked-out examples (WE) and the other on metacognitive training (MT). Both methods were implemented in cooperative settings, and both guided students to focus on the problem's essential parts and on appropriate problem-solving strategies.Aims: The aim of the present study is twofold: (a) to in…
Improve
The purpose of the present research was to design an innovative instructional method for teaching mathematics in heterogeneous classrooms (with no tracking) and to investigate its effects on students’ mathematics achievement. The method is based on current theories in social cognition and metacognition. It consists of three interdependent components: metacognitive activities, peer interaction, and systematic provision of feedback-corrective-enric…
Cognitive-metacognitive training within a problem-solving based Logo environment
Background. The present study investigated the effects of metacognitive training implemented within a problem-solving based Logo environment on students' ability to construct graphs and reflect on their learning.Aims. (1) To compare achievement outcomes of students who learned to construct graphs within a problem-solving based Logo environment that was either embedded with or with no metacognitive training; and (2) To examine the differences in s…
The effects of a problem‐solving based Logo environment on children's information processing components
The present study investigated the simultaneous effects of a problem‐solving based Logo environment on children's metacomponents, knowledge acquisition components regarding graphing skills, and figural creativity. Participants were 108 fifth‐grade children who studied in four classrooms. Intact classrooms were randomly assigned to one of two conditions: a problem‐solving based Logo environment called Logo‐Stat, or a comparison. The duration of th…
Vygotsky and Papert
The purpose of this study was to examine the effects of co‐operative and individualised Logo environments on creativity and interpersonal relationships regarding academic recognition and social acceptance. Participants were 83 students who studied in three eighth grade classrooms: one was exposed to a co‐operative Logo environment ( N =30), the other to an individualised Logo environment ( N =24), and the third served as a non‐treatment control g…
Is More Always Better? The Separate and Combined Effects of a Computer and Video Programme on Mathematics Learning
S ummary . This study was designed to assess the combined and separate effects of instruction via a computer and video programme on students' learning processes, intrinsic motivation, and achievement in geometry. A 2times2 (Computer by Video) factorial design was employed. Participants were 268 fifth grade students who studied the same content for the same duration of time with different instructional technologies. Results showed that more media …
Stability and Change in Affective Characteristics of Teachers
S ummary . The purpose of the present study was to investigate the effects of Computer Assisted Instruction (CAI) on teaching self‐concept (TSC) and teachers' perceptions regarding allocated time to various instructional activities. Two groups of elementary school teachers (N=218) participated in the study: about half of the teachers (N=113) adopted a CAI system for drill and practice, while the others did not use computers in the classroom. All …
The role of a feedback-corrective procedure in developing mathematics achievement and self concept in desegregated classrooms
The Relationships Between Temperament Characteristics, Intelligence, Task-engagement and Mathematics Achievement
This study investigated the relations between pupils' temperament, intellectual ability. Time On Task (TOT) and mathematics achievement. 87 second grade and 104 fourth grade children were observed for three weeks during arithmetic classes. The most important finding to emerge was the strong and consistent relationship between the pupils' temperament characteristics and academic achievement. The final multiple R between temperament, intelligence, …
Enhancing Mathematical Reasoning in the Classroom
The purpose of this study was to investigate the effects of four instructional methods on students’ mathematical reasoning and metacognitive knowledge. The participants were 384 eighth-grade students. The instructional methods were cooperative learning combined with metacognitive training (COOP+META), individualized learning combined with metacognitive training (IND+META), cooperative learning without metacognitive training (COOP), and individual…
The effects of metacognitive training versus worked-out examples on students' mathematical reasoning
Background: The present study is rooted in a cognitive-metacognitive approach. The study examines two ways to structure group interaction: one is based on worked-out examples (WE) and the other on metacognitive training (MT). Both methods were implemented in cooperative settings, and both guided students to focus on the problem's essential parts and on appropriate problem-solving strategies.Aims: The aim of the present study is twofold: (a) to in…
Improve
The purpose of the present research was to design an innovative instructional method for teaching mathematics in heterogeneous classrooms (with no tracking) and to investigate its effects on students’ mathematics achievement. The method is based on current theories in social cognition and metacognition. It consists of three interdependent components: metacognitive activities, peer interaction, and systematic provision of feedback-corrective-enric…
The teaching experience and the emotions it evokes
Vygotsky and Papert
The purpose of this study was to examine the effects of co‐operative and individualised Logo environments on creativity and interpersonal relationships regarding academic recognition and social acceptance. Participants were 83 students who studied in three eighth grade classrooms: one was exposed to a co‐operative Logo environment ( N =30), the other to an individualised Logo environment ( N =24), and the third served as a non‐treatment control g…
The Relationships Between Temperament Characteristics, Intelligence, Task-engagement and Mathematics Achievement
This study investigated the relations between pupils' temperament, intellectual ability. Time On Task (TOT) and mathematics achievement. 87 second grade and 104 fourth grade children were observed for three weeks during arithmetic classes. The most important finding to emerge was the strong and consistent relationship between the pupils' temperament characteristics and academic achievement. The final multiple R between temperament, intelligence, …
The Relationships Between Temperament Characteristics, Intelligence, Task-engagement and Mathematics Achievement
This study investigated the relations between pupils' temperament, intellectual ability. Time On Task (TOT) and mathematics achievement. 87 second grade and 104 fourth grade children were observed for three weeks during arithmetic classes. The most important finding to emerge was the strong and consistent relationship between the pupils' temperament characteristics and academic achievement. The final multiple R between temperament, intelligence, …
The role of a feedback-corrective procedure in developing mathematics achievement and self concept in desegregated classrooms
Stability and Change in Affective Characteristics of Teachers
S ummary . The purpose of the present study was to investigate the effects of Computer Assisted Instruction (CAI) on teaching self‐concept (TSC) and teachers' perceptions regarding allocated time to various instructional activities. Two groups of elementary school teachers (N=218) participated in the study: about half of the teachers (N=113) adopted a CAI system for drill and practice, while the others did not use computers in the classroom. All …
Is More Always Better? The Separate and Combined Effects of a Computer and Video Programme on Mathematics Learning
S ummary . This study was designed to assess the combined and separate effects of instruction via a computer and video programme on students' learning processes, intrinsic motivation, and achievement in geometry. A 2times2 (Computer by Video) factorial design was employed. Participants were 268 fifth grade students who studied the same content for the same duration of time with different instructional technologies. Results showed that more media …
Vygotsky and Papert
The purpose of this study was to examine the effects of co‐operative and individualised Logo environments on creativity and interpersonal relationships regarding academic recognition and social acceptance. Participants were 83 students who studied in three eighth grade classrooms: one was exposed to a co‐operative Logo environment ( N =30), the other to an individualised Logo environment ( N =24), and the third served as a non‐treatment control g…
The effects of a problem‐solving based Logo environment on children's information processing components
The present study investigated the simultaneous effects of a problem‐solving based Logo environment on children's metacomponents, knowledge acquisition components regarding graphing skills, and figural creativity. Participants were 108 fifth‐grade children who studied in four classrooms. Intact classrooms were randomly assigned to one of two conditions: a problem‐solving based Logo environment called Logo‐Stat, or a comparison. The duration of th…
Improve
The purpose of the present research was to design an innovative instructional method for teaching mathematics in heterogeneous classrooms (with no tracking) and to investigate its effects on students’ mathematics achievement. The method is based on current theories in social cognition and metacognition. It consists of three interdependent components: metacognitive activities, peer interaction, and systematic provision of feedback-corrective-enric…
Cognitive-metacognitive training within a problem-solving based Logo environment
Background. The present study investigated the effects of metacognitive training implemented within a problem-solving based Logo environment on students' ability to construct graphs and reflect on their learning.Aims. (1) To compare achievement outcomes of students who learned to construct graphs within a problem-solving based Logo environment that was either embedded with or with no metacognitive training; and (2) To examine the differences in s…
Enhancing Mathematical Reasoning in the Classroom
The purpose of this study was to investigate the effects of four instructional methods on students’ mathematical reasoning and metacognitive knowledge. The participants were 384 eighth-grade students. The instructional methods were cooperative learning combined with metacognitive training (COOP+META), individualized learning combined with metacognitive training (IND+META), cooperative learning without metacognitive training (COOP), and individual…
The effects of metacognitive training versus worked-out examples on students' mathematical reasoning
Background: The present study is rooted in a cognitive-metacognitive approach. The study examines two ways to structure group interaction: one is based on worked-out examples (WE) and the other on metacognitive training (MT). Both methods were implemented in cooperative settings, and both guided students to focus on the problem's essential parts and on appropriate problem-solving strategies.Aims: The aim of the present study is twofold: (a) to in…
The teaching experience and the emotions it evokes
Cognition, Metacognition, and Culture in STEM Education
Preschoolers' Scientific Curiosity and Inquiry Capabilities
Existing tools for measuring scientific curiosity often fail to capture its multifaceted, dynamic nature—particularly in early childhood, where behaviors are context‐dependent, non‐verbal, and emergent. These challenges limit our ability to understand and support young children's scientific engagement. Drawing upon two complementary theoretical frameworks, Loewenstein's information gap theory of curiosity and Gibson's affordance theory, this stud…
Psychology (11 works) · Mathematics education (9 works) · Cognition (7 works) · Innovative Teaching and Learning Methods (7 works) · Developmental psychology (6 works) · Cognitive psychology (5 works) · Computer Science (5 works) · Metacognition (5 works) · Pedagogy (4 works) · Social Psychology (4 works)