Osnat Atias
Biographic Data
| ID | 5877226 |
|---|---|
| NAME | Osnat Atias |
| GIVEN NAMES | Osnat |
| FAMILY NAME | Atias |
| SIGNATURE | ATIAS O |
| AFFILIATIONS | University of Haifa |
| ORCID | 0000-0001-5798-4766 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
How to teach functional scientific literacy? Be sociocultural, but don’t forget the basics
This commentary is a response to a comment made in this journal by Lederman et al., titled ‘Attention science educators, we have a problem: lack of global functional scientific literacy’. Lederman et al. describe a lack of satisfying results in disseminating scientific literacy among the general public, and propose to mend this issue by teaching students what they refer to as the ‘essence of science’. In my response, I explain why teaching more o…
Measuring different types and domains of AI knowledge
As artificial intelligence (AI) and generative AI (GenAI) technologies become increasingly integrated into everyday life, the need for validated tools that measure people’s knowledge about AI grows. Here, we present the development and validation of a theoretically driven, performance-based scale for assessing AI and GenAI knowledge. The scale is grounded in a two-axial framework. One axis captures three knowledge types: content knowledge (what A…
Deciphering the role of epistemic injustice in school‐based citizen science
Participation in citizen science, a research approach in which nonscientists take part in performing research, is a growing practice in schools. A main premise in school‐based citizen science is that through their participation, students and teachers make meaningful contributions to the advancement of science. However, such initiatives may encounter difficulties in drawing on students' and teachers' knowledge and incorporating their voice in rese…
Meaningful participation of schools in scientific research through contributory citizen science projects
School‐based citizen science offers a way for students and teachers to collaborate with scientists and take part in multiple facets of research such as data collection and analysis, and sometimes research initiation, co‐design, and reporting of findings. However, most citizen science projects offered to schools are of the contributory type, often regarded as a lesser form of participation since the role of nonscientific participants lies mostly i…
In pursuit of mutual benefits in school-based citizen science
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Meaningful participation of schools in scientific research through contributory citizen science projects
School‐based citizen science offers a way for students and teachers to collaborate with scientists and take part in multiple facets of research such as data collection and analysis, and sometimes research initiation, co‐design, and reporting of findings. However, most citizen science projects offered to schools are of the contributory type, often regarded as a lesser form of participation since the role of nonscientific participants lies mostly i…
In pursuit of mutual benefits in school-based citizen science
Deciphering the role of epistemic injustice in school‐based citizen science
Participation in citizen science, a research approach in which nonscientists take part in performing research, is a growing practice in schools. A main premise in school‐based citizen science is that through their participation, students and teachers make meaningful contributions to the advancement of science. However, such initiatives may encounter difficulties in drawing on students' and teachers' knowledge and incorporating their voice in rese…
How to teach functional scientific literacy? Be sociocultural, but don’t forget the basics
This commentary is a response to a comment made in this journal by Lederman et al., titled ‘Attention science educators, we have a problem: lack of global functional scientific literacy’. Lederman et al. describe a lack of satisfying results in disseminating scientific literacy among the general public, and propose to mend this issue by teaching students what they refer to as the ‘essence of science’. In my response, I explain why teaching more o…
Measuring different types and domains of AI knowledge
As artificial intelligence (AI) and generative AI (GenAI) technologies become increasingly integrated into everyday life, the need for validated tools that measure people’s knowledge about AI grows. Here, we present the development and validation of a theoretically driven, performance-based scale for assessing AI and GenAI knowledge. The scale is grounded in a two-axial framework. One axis captures three knowledge types: content knowledge (what A…
Pedagogy (4 works) · Psychology (4 works) · Science education (4 works) · Sociology (4 works) · Citizen science (3 works) · Mathematics education (3 works) · Computer Science (2 works) · Epistemology (2 works) · Interdisciplinary Research and Collaboration (2 works) · Political science (2 works)