Davis Fortus
Datos Biográficos
| ID | 4611141 |
|---|---|
| NOMBRE | Davis Fortus |
| NOMBRES | Davis |
| APELLIDO | Fortus |
| FIRMA | FORTUS D |
| AFILIACIONES | Weizmann Institute of Science |
| ORCID | 0000-0002-6157-4505 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 14 |
| TOTAL DE CITAS | 1 |
| TOTAL COMO AUTOR | 14 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2009 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 1 |
Relating Metaknowledge and Modeling Practices in Connection to Content Knowledge about the Phenomenon
Modeling is a set of scientific practices learners often struggle with. Modeling practices include ‘constructing models’, ‘predicting with models’, ‘testing models’, and ‘revising models’. Domain-general metaknowledge about modeling is assumed to guide the use of modeling practices. So far, studies have not shown this connection. However, they did not control for content knowledge about the phenomenon, which is crucial for using modeling practice…
Which Knowledge Do Pre‐Service Teachers Need to Meaningfully Engage in Modeling
Modeling involves a set of scientific practices that pre‐service science teachers struggle with. These practices involve constructing, predicting, testing, and revising models. Engaging meaningfully in modeling practices leads modelers to gain new insights about phenomena. Research suggests that this requires domain‐general metamodeling knowledge and domain‐specific content knowledge. However, research has not yet systematically investigated the …
Reinventing Science Standards to Better Support Meaningful Science Learning
Science standards have played an increasingly central role in shaping the landscape of school science over the past several decades, as societies have endeavored to better educate scientifically literate citizens and prepare a technically capable workforce. Yet, evidence that standards have driven improvements in either the quality of instruction or student learning is scarce. We argue that the construction of science standards may unintentionall…
Motivating science learning when shifting from face-to-face instruction to distance learning
During COVID-19, science instruction in Israel switched from face-to-face (F2F) to distance learning (DL), without teacher preparation or curriculum changes. Instruction in Junior High Schools (JHSs) continued in DL format until the end of the school year and again in the following school year (2021). To support student learning of science, both in F2F instruction and in DL, it is important to motivate them, foster their desire to learn science a…
Restructuring the science curriculum around grand challenges
Self-positioning in relation to science
While students tend to enjoy their science learning at a young age, as they mature, they tend to distance themselves from science, becoming less motivated to engage with science and holding negative attitudes towards science. In parallel, a career choice in science often begins to develop during early adolescence. To understand how the environment and students’ inner worlds shape the development of their self-positioning in relation to science, t…
Middle school students' use of the energy concept to engage in new learning
One reason for the widespread use of the energy concept across the sciences is that energy analysis can be used to interpret the behavior of systems even if one does not know the particular mechanisms that underlie the observed behavior. By providing an approach to interpreting unfamiliar phenomena, energy provides a lens on phenomena that can set the stage for deeper learning about how and why phenomena occur. However, not all energy ideas are e…
Motivational shifts when moving from face-to-face to distance learning
When the COVID-19 pandemic began, science instruction in many countries, including Israel, shifted from face-to-face (F2F) instruction to distance learning (DL). DL made new professional demands on the teachers, who were largely unaccustomed to teaching in this environment. Using goal orientation theory and the TARGETS framework, this study investigated shifts in Israeli junior high school students' science motivation, their perceptions of their …
Conceptualization of Energy by Practicing Scientists
Energy is one of the fundamental concepts of science in all disciplines. For this reason, it can serve as a concept that crosses disciplinary lines and serves as a bridge for students trying to describe a scientific phenomenon using different lenses. Underlying this vision, which is highlighted by the Framework for K-12 Science Education is the implicit assumption that the different disciplinary perspectives of energy have something in common, wh…
The interplay between students' motivational profiles and science learning
Students' motivation plays an important role in successful science learning. However, motivation is a complex construct. Theories of motivation suggests that students' motivation must be conceptualized as a motivational system with numerous components that interact in complex ways and influence metacognitive processes such as self‐evaluation. This complexity is further increased because students' motivation and success in science learning influen…
The role of affect in science literacy for all
The goal of science literacy for all underlies much of today's K-12 science education (National Academies of Sciences [2016]. Science literacy: Concepts, contexts, and consequences. National Academies Press; Roberts, [2007]. Scientific literacy/science literacy. In S. K. Abell, & N. G. Lederman (Eds.), Handbook of research on science education (pp. 729–780). Lawrence Erlbaum). This goal assumes that the citizens of contemporary societies must be …
Supporting Contextualization
Transferring Knowledge in a Knowledge-in-Use Task—Investigating the Role of Knowledge Organization
Knowledge-in-Use, i.e., the ability to apply what one has learned, is a major goal of education and involves the ability to transfer one’s knowledge. While some general principles of knowledge transfer have been revealed, the literature is full of inconclusive results and it remains hard to predict successful transfer. However, research into expertise suggests that how one organizes one’s knowledge is critical for successful transfer. Drawing on …
Developing a learning progression for scientific modeling
Modeling is a core practice in science and a central part of scientific literacy. We present theoretical and empirical motivation for a learning progression for scientific modeling that aims to make the practice accessible and meaningful for learners. We define scientific modeling as including the elements of the practice (constructing, using, evaluating, and revising scientific models) and the metaknowledge that guides and motivates the practice…
Developing a learning progression for scientific modeling
Modeling is a core practice in science and a central part of scientific literacy. We present theoretical and empirical motivation for a learning progression for scientific modeling that aims to make the practice accessible and meaningful for learners. We define scientific modeling as including the elements of the practice (constructing, using, evaluating, and revising scientific models) and the metaknowledge that guides and motivates the practice…
Supporting Contextualization
Transferring Knowledge in a Knowledge-in-Use Task—Investigating the Role of Knowledge Organization
Knowledge-in-Use, i.e., the ability to apply what one has learned, is a major goal of education and involves the ability to transfer one’s knowledge. While some general principles of knowledge transfer have been revealed, the literature is full of inconclusive results and it remains hard to predict successful transfer. However, research into expertise suggests that how one organizes one’s knowledge is critical for successful transfer. Drawing on …
The role of affect in science literacy for all
The goal of science literacy for all underlies much of today's K-12 science education (National Academies of Sciences [2016]. Science literacy: Concepts, contexts, and consequences. National Academies Press; Roberts, [2007]. Scientific literacy/science literacy. In S. K. Abell, & N. G. Lederman (Eds.), Handbook of research on science education (pp. 729–780). Lawrence Erlbaum). This goal assumes that the citizens of contemporary societies must be …
Conceptualization of Energy by Practicing Scientists
Energy is one of the fundamental concepts of science in all disciplines. For this reason, it can serve as a concept that crosses disciplinary lines and serves as a bridge for students trying to describe a scientific phenomenon using different lenses. Underlying this vision, which is highlighted by the Framework for K-12 Science Education is the implicit assumption that the different disciplinary perspectives of energy have something in common, wh…
The interplay between students' motivational profiles and science learning
Students' motivation plays an important role in successful science learning. However, motivation is a complex construct. Theories of motivation suggests that students' motivation must be conceptualized as a motivational system with numerous components that interact in complex ways and influence metacognitive processes such as self‐evaluation. This complexity is further increased because students' motivation and success in science learning influen…
Self-positioning in relation to science
While students tend to enjoy their science learning at a young age, as they mature, they tend to distance themselves from science, becoming less motivated to engage with science and holding negative attitudes towards science. In parallel, a career choice in science often begins to develop during early adolescence. To understand how the environment and students’ inner worlds shape the development of their self-positioning in relation to science, t…
Middle school students' use of the energy concept to engage in new learning
One reason for the widespread use of the energy concept across the sciences is that energy analysis can be used to interpret the behavior of systems even if one does not know the particular mechanisms that underlie the observed behavior. By providing an approach to interpreting unfamiliar phenomena, energy provides a lens on phenomena that can set the stage for deeper learning about how and why phenomena occur. However, not all energy ideas are e…
Motivational shifts when moving from face-to-face to distance learning
When the COVID-19 pandemic began, science instruction in many countries, including Israel, shifted from face-to-face (F2F) instruction to distance learning (DL). DL made new professional demands on the teachers, who were largely unaccustomed to teaching in this environment. Using goal orientation theory and the TARGETS framework, this study investigated shifts in Israeli junior high school students' science motivation, their perceptions of their …
Motivating science learning when shifting from face-to-face instruction to distance learning
During COVID-19, science instruction in Israel switched from face-to-face (F2F) to distance learning (DL), without teacher preparation or curriculum changes. Instruction in Junior High Schools (JHSs) continued in DL format until the end of the school year and again in the following school year (2021). To support student learning of science, both in F2F instruction and in DL, it is important to motivate them, foster their desire to learn science a…
Restructuring the science curriculum around grand challenges
Relating Metaknowledge and Modeling Practices in Connection to Content Knowledge about the Phenomenon
Modeling is a set of scientific practices learners often struggle with. Modeling practices include ‘constructing models’, ‘predicting with models’, ‘testing models’, and ‘revising models’. Domain-general metaknowledge about modeling is assumed to guide the use of modeling practices. So far, studies have not shown this connection. However, they did not control for content knowledge about the phenomenon, which is crucial for using modeling practice…
Which Knowledge Do Pre‐Service Teachers Need to Meaningfully Engage in Modeling
Modeling involves a set of scientific practices that pre‐service science teachers struggle with. These practices involve constructing, predicting, testing, and revising models. Engaging meaningfully in modeling practices leads modelers to gain new insights about phenomena. Research suggests that this requires domain‐general metamodeling knowledge and domain‐specific content knowledge. However, research has not yet systematically investigated the …
Reinventing Science Standards to Better Support Meaningful Science Learning
Science standards have played an increasingly central role in shaping the landscape of school science over the past several decades, as societies have endeavored to better educate scientifically literate citizens and prepare a technically capable workforce. Yet, evidence that standards have driven improvements in either the quality of instruction or student learning is scarce. We argue that the construction of science standards may unintentionall…
Psychology (10 obras) · Science education (10 obras) · Science Education and Pedagogy (10 obras) · Mathematics education (9 obras) · Innovative Teaching and Learning Methods (6 obras) · Computer Science (5 obras) · Educational Strategies and Epistemologies (4 obras) · Epistemology (4 obras) · Sociology (4 obras) · Pedagogy (3 obras)