Yehudit Judy Dori
Biographic Data
| ID | 3479965 |
|---|---|
| NAME | Yehudit Judy Dori |
| GIVEN NAMES | Yehudit Judy |
| FAMILY NAME | Dori |
| SIGNATURE | DORI Y J |
| AFFILIATIONS | Technion – Israel Institute of Technology |
| ORCID | 0000-0001-7775-5872 |
| VERIFIED | Yes |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 20 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1994 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Promoting equity in STEMM careers: Evidence from the futures programme
Knowledge types of pre- and in-service chemistry teachers – a self-regulated learning perspective
This research explores the types of teachers’ knowledge and their preparation for self-regulated learning and teaching (SRL&T), focusing on pedagogical-content-knowledge (PCK), technological-pedagogical-knowledge (TPK), and assessment knowledge (AK). It examines how pre- and in-service chemistry teachers develop SRL&T, a new knowledge type essential for promoting students’ self-regulation. The study involved analysing the SRL-oriented digital ass…
Exploring the Influence of Team Roles and Gender in Robotics on STEM Career Choices
This study enhances our theoretical understanding of social cognitive theory (SCT) and social cognitive career theory (SCCT) by examining the interplay between team roles and gender among participants and graduates of the For Inspiration and Recognition of Science and Technology (FIRST) robotics program and their subsequent career trajectories. FIRST participants collaborate in gender-diverse teams to construct robots for annual competitions. Thi…
Exposing inadequate representation in local authorities: The Ethiopian community in Israel
Putting self-regulated learning and teaching into practice: Insights from two science teachers and their students
As education systems confront the growing need for autonomous learners, the requirement from teachers to exhibit self-regulated learning and teaching (SRL&T) abilities intensifies. However, research investigating teachers’ roles as mentors for their students’ self-regulated learning (SRL), particularly regarding teachers’ SRL&T within schools, remains limited. Our research examines the relationship between teachers’ progression in SRL&T and the c…
Assessing Engineering Students’ Systems Thinking and Modeling Based on Their Online Learning
Contribution: Model-based learning improves systems thinking (ST) based on students’ prior knowledge and gender. Relations were found between textual, visual, and mixed question types and student achievements. Background: ST is essential to judicious decision-making and problem-solving. Undergraduate students can be taught to apply better ST, and analysis of their online systems modeling processes can improve their ST. Research Questions: 1) What…
Developing and assessing pre- and in-service science and engineering teachers’ systems thinking and modeling skills through an asynchronous online course
Systems thinking and modeling are two critical 21st-century skills that teachers and educators are expected to impart to students, and students are expected to acquire and master them as part of their preparation to become literate citizens of a society and environment that is becoming ever more complex. Systems thinking is a thought process in which assumptions about interactions among interconnected elements of a system or a phenomenon can help…
Assessing and comparing alternative certification programs: The teacher-classroom-community model
Alternative certification programs (ACPs) differ from traditional teacher certification programs in their target populations, duration, tools they employ, their pedagogy, and subject matter curricula. Given the acute shortage of excellent teachers, especially in STEM, significant efforts and resources are invested in ACPs so they prepare highly qualified teachers. Yet, novice teachers face difficulties during their initial integration into the sc…
Investigating Chemistry Teachers’ Assessment Knowledge via a Rubric for Self-Developed Tasks in a Food and Sustainability Context
We investigated the competence of in- and pre-service chemistry teachers and teacher mentors in designing sustainability- and systems-oriented online tasks for their students. Using a dedicated rubric, we evaluated their assessment knowledge (AK) as reflected in the tasks they had developed. The rubric is based on four attributes: integration of sustainability and chemistry, diversity of thinking skills, the variety of system aspects, and diversi…
Secondary School Apprenticeship Research Experience: Scientific Dispositions and Mentor-Student Interaction
This study investigated the impact of a secondary school science, technology, engineering, and mathematics (STEM) research apprenticeship program (STEM-RAP) as part of active learning pedagogy on students’ performance. We examined students’ (a) scientific dispositions—self-efficacy, intrinsic goal orientation, and sense of control over learning, (b) STEM career choice, and (c) mentor-student interaction. Research tools included open- and closed-e…
Fostering engineering and science students’ and teachers’ systems thinking and conceptual modeling skills
FIRST High-School Students and FIRST Graduates: STEM Exposure and Career Choices
Contributions: The study contributes to the social cognitive career theory (SCCT) by explaining high-school students’ career choices and finding possible relations between self-efficacy, interpersonal skills, what inspires them to choose a career, and their actual choices. The practical contribution of this research lies in understanding the impact of the For Inspiration and Recognition of Science and Technology (FIRST) program on its participant…
Perceptions of STEM alumni and students on developing 21st century skills through methods of teaching and learning
21st century skills are essential for career readiness. We investigated the development of students’ 21st century skills at a science, technology, engineering, and mathematics (STEM) research university: Technion – Israel Institute of Technology. We designed a self-reporting questionnaire covering 14 skills and deployed it to approximately 1500 students and alumni. Respondents were asked to rate each skill based on the degree to which it was deve…
Assessing Novelty and Systems Thinking in Conceptual Models of Technological Systems
Contribution: The authors present a methodology for assessing both novelty and systems thinking, as expressed in the same conceptual models constructed by graduate engineering students. Background: Companies worldwide seek employees with creativity and systems thinking, since solving design problems requires both skills. Novelty and usefulness are the most commonly accepted components of creativity, while systems thinking is the holistic understa…
Model-Based Systems Thinking: Assessing Engineering Student Teams
Contribution: A rubric for assessing the systems thinking expressed in conceptual models of technological systems has been constructed and assessed using a formal methodology. The rubric, a synthesis of prior findings in science and engineering education, forms a framework for improving communication between science and engineering educators. Background: Systems thinking is an important skill in engineering, but to date no rubric for assessing th…
Cognition, Metacognition, and Culture in STEM Education: Learning, Teaching and Assessment
Meta-assessment in a project-based systems engineering course
Project-based learning (PBL) facilitates significant learning, but it poses a major assessment challenge for assessing individual content knowledge. We developed and implemented an assessment approach and tool for a mandatory undergraduate systems engineering PBL-based course. We call this type of assessment student-oriented meta-assessment. Research participants included 131 undergraduate engineering students who carried out team projects requir…
Higher Order Thinking Skills and Low-Achieving Students: Are They Mutually Exclusive?
Fostering students' higher order thinking skills is considered an important educational goal. Although learning theories see the development of students' thinking as an important goal for all students, teachers often believe that stimulating higher order thinking is appropriate only for high-achieving students. According to this view, low-achieving students are, by and large, unable to deal with tasks that require higher order thinking skills and…
Teaching biotechnology through case studies-can we improve higher order thinking skills of nonscience majors
Teaching nonscience majors topics in biotechnology through case studies is the focus of this research. Our Biotechnology, Environment, and Related Issues module, developed within the Science for All framework, is aimed at elevating the level of students' scientific and technological literacy and their higher order thinking skills. The research goal was to investigate nonscience major students' ability to use various thinking skills in analyzing e…
A project-based alternative assessment system
Achievement and attitude evaluation of a case-based chemistry curriculum for nursing students
Teaching biotechnology through case studies-can we improve higher order thinking skills of nonscience majors
Teaching nonscience majors topics in biotechnology through case studies is the focus of this research. Our Biotechnology, Environment, and Related Issues module, developed within the Science for All framework, is aimed at elevating the level of students' scientific and technological literacy and their higher order thinking skills. The research goal was to investigate nonscience major students' ability to use various thinking skills in analyzing e…
Achievement and attitude evaluation of a case-based chemistry curriculum for nursing students
A project-based alternative assessment system
Higher Order Thinking Skills and Low-Achieving Students: Are They Mutually Exclusive?
Fostering students' higher order thinking skills is considered an important educational goal. Although learning theories see the development of students' thinking as an important goal for all students, teachers often believe that stimulating higher order thinking is appropriate only for high-achieving students. According to this view, low-achieving students are, by and large, unable to deal with tasks that require higher order thinking skills and…
Teaching biotechnology through case studies-can we improve higher order thinking skills of nonscience majors
Teaching nonscience majors topics in biotechnology through case studies is the focus of this research. Our Biotechnology, Environment, and Related Issues module, developed within the Science for All framework, is aimed at elevating the level of students' scientific and technological literacy and their higher order thinking skills. The research goal was to investigate nonscience major students' ability to use various thinking skills in analyzing e…
Meta-assessment in a project-based systems engineering course
Project-based learning (PBL) facilitates significant learning, but it poses a major assessment challenge for assessing individual content knowledge. We developed and implemented an assessment approach and tool for a mandatory undergraduate systems engineering PBL-based course. We call this type of assessment student-oriented meta-assessment. Research participants included 131 undergraduate engineering students who carried out team projects requir…
Cognition, Metacognition, and Culture in STEM Education: Learning, Teaching and Assessment
Model-Based Systems Thinking: Assessing Engineering Student Teams
Contribution: A rubric for assessing the systems thinking expressed in conceptual models of technological systems has been constructed and assessed using a formal methodology. The rubric, a synthesis of prior findings in science and engineering education, forms a framework for improving communication between science and engineering educators. Background: Systems thinking is an important skill in engineering, but to date no rubric for assessing th…
Perceptions of STEM alumni and students on developing 21st century skills through methods of teaching and learning
21st century skills are essential for career readiness. We investigated the development of students’ 21st century skills at a science, technology, engineering, and mathematics (STEM) research university: Technion – Israel Institute of Technology. We designed a self-reporting questionnaire covering 14 skills and deployed it to approximately 1500 students and alumni. Respondents were asked to rate each skill based on the degree to which it was deve…
Assessing Novelty and Systems Thinking in Conceptual Models of Technological Systems
Contribution: The authors present a methodology for assessing both novelty and systems thinking, as expressed in the same conceptual models constructed by graduate engineering students. Background: Companies worldwide seek employees with creativity and systems thinking, since solving design problems requires both skills. Novelty and usefulness are the most commonly accepted components of creativity, while systems thinking is the holistic understa…
FIRST High-School Students and FIRST Graduates: STEM Exposure and Career Choices
Contributions: The study contributes to the social cognitive career theory (SCCT) by explaining high-school students’ career choices and finding possible relations between self-efficacy, interpersonal skills, what inspires them to choose a career, and their actual choices. The practical contribution of this research lies in understanding the impact of the For Inspiration and Recognition of Science and Technology (FIRST) program on its participant…
Developing and assessing pre- and in-service science and engineering teachers’ systems thinking and modeling skills through an asynchronous online course
Systems thinking and modeling are two critical 21st-century skills that teachers and educators are expected to impart to students, and students are expected to acquire and master them as part of their preparation to become literate citizens of a society and environment that is becoming ever more complex. Systems thinking is a thought process in which assumptions about interactions among interconnected elements of a system or a phenomenon can help…
Assessing and comparing alternative certification programs: The teacher-classroom-community model
Alternative certification programs (ACPs) differ from traditional teacher certification programs in their target populations, duration, tools they employ, their pedagogy, and subject matter curricula. Given the acute shortage of excellent teachers, especially in STEM, significant efforts and resources are invested in ACPs so they prepare highly qualified teachers. Yet, novice teachers face difficulties during their initial integration into the sc…
Investigating Chemistry Teachers’ Assessment Knowledge via a Rubric for Self-Developed Tasks in a Food and Sustainability Context
We investigated the competence of in- and pre-service chemistry teachers and teacher mentors in designing sustainability- and systems-oriented online tasks for their students. Using a dedicated rubric, we evaluated their assessment knowledge (AK) as reflected in the tasks they had developed. The rubric is based on four attributes: integration of sustainability and chemistry, diversity of thinking skills, the variety of system aspects, and diversi…
Secondary School Apprenticeship Research Experience: Scientific Dispositions and Mentor-Student Interaction
This study investigated the impact of a secondary school science, technology, engineering, and mathematics (STEM) research apprenticeship program (STEM-RAP) as part of active learning pedagogy on students’ performance. We examined students’ (a) scientific dispositions—self-efficacy, intrinsic goal orientation, and sense of control over learning, (b) STEM career choice, and (c) mentor-student interaction. Research tools included open- and closed-e…
Fostering engineering and science students’ and teachers’ systems thinking and conceptual modeling skills
Assessing Engineering Students’ Systems Thinking and Modeling Based on Their Online Learning
Contribution: Model-based learning improves systems thinking (ST) based on students’ prior knowledge and gender. Relations were found between textual, visual, and mixed question types and student achievements. Background: ST is essential to judicious decision-making and problem-solving. Undergraduate students can be taught to apply better ST, and analysis of their online systems modeling processes can improve their ST. Research Questions: 1) What…
Exposing inadequate representation in local authorities: The Ethiopian community in Israel
Putting self-regulated learning and teaching into practice: Insights from two science teachers and their students
As education systems confront the growing need for autonomous learners, the requirement from teachers to exhibit self-regulated learning and teaching (SRL&T) abilities intensifies. However, research investigating teachers’ roles as mentors for their students’ self-regulated learning (SRL), particularly regarding teachers’ SRL&T within schools, remains limited. Our research examines the relationship between teachers’ progression in SRL&T and the c…
Promoting equity in STEMM careers: Evidence from the futures programme
Knowledge types of pre- and in-service chemistry teachers – a self-regulated learning perspective
This research explores the types of teachers’ knowledge and their preparation for self-regulated learning and teaching (SRL&T), focusing on pedagogical-content-knowledge (PCK), technological-pedagogical-knowledge (TPK), and assessment knowledge (AK). It examines how pre- and in-service chemistry teachers develop SRL&T, a new knowledge type essential for promoting students’ self-regulation. The study involved analysing the SRL-oriented digital ass…
Exploring the Influence of Team Roles and Gender in Robotics on STEM Career Choices
This study enhances our theoretical understanding of social cognitive theory (SCT) and social cognitive career theory (SCCT) by examining the interplay between team roles and gender among participants and graduates of the For Inspiration and Recognition of Science and Technology (FIRST) robotics program and their subsequent career trajectories. FIRST participants collaborate in gender-diverse teams to construct robots for annual competitions. Thi…
Psychology (15 works) · Mathematics education (14 works) · Computer Science (8 works) · Pedagogy (7 works) · Engineering (6 works) · Critical thinking (5 works) · Engineering education (5 works) · Engineering management (5 works) · Science education (5 works) · Complex Systems and Decision Making (4 works)