ZEMIRA MEVARECH
Biographic Data
| ID | 5707076 |
|---|---|
| NAME | ZEMIRA MEVARECH |
| GIVEN NAMES | ZEMIRA |
| FAMILY NAME | MEVARECH |
| SIGNATURE | MEVARECH Z |
| AFFILIATIONS | The Faculty of Education Bar Ilan University Ramat Gan Israel |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1992 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
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…
Learning Mathematics in Metacognitively Oriented ICT-Based Learning Environments
This article encompasses a systematic review of the research on ICT-based learning environments for metacognitively oriented K-12 mathematics education. This review begins with a brief overview of the research on metacognition and mathematics education and on ICT and mathematics education. Based on a systematic screening of the databases Web of Science and ERIC wherein three elements—ICT-based learning environments, metacognitive pedagogies, and …
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 …
No prominent works on this page.
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 …
Learning Mathematics in Metacognitively Oriented ICT-Based Learning Environments
This article encompasses a systematic review of the research on ICT-based learning environments for metacognitively oriented K-12 mathematics education. This review begins with a brief overview of the research on metacognition and mathematics education and on ICT and mathematics education. Based on a systematic screening of the databases Web of Science and ERIC wherein three elements—ICT-based learning environments, metacognitive pedagogies, and …
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…
Affordance (1 work) · Artificial Intelligence (1 work) · Artificial Intelligence (1 work) · Child and Animal Learning Development (1 work) · Cognition (1 work) · Computer Science (1 work) · Contextual inquiry (1 work) · Contrast (vision) (1 work) · Curiosity (1 work) · Educational Environments and Student Outcomes (1 work)