Ilya Levin
Biographic Data
| ID | 5937047 |
|---|---|
| NAME | Ilya Levin |
| GIVEN NAMES | Ilya |
| FAMILY NAME | Levin |
| SIGNATURE | LEVIN I |
| AFFILIATIONS | Tel Aviv University |
| ORCID | 0000-0002-0298-4547 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1981 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Cultivating machine learning-related computational thinking in elementary school
There is a growing understanding that Artificial Intelligence education should begin in elementary grades. This necessitates a shift in the perception of what Computational Thinking entails, moving beyond the traditional algorithmic approach to include the data-driven principles fundamental to Machine Learning. This study explores how student activities involving the construction of Predictive Artificial Intelligence systems can be effectively in…
Smart Learning in the 21st Century
This article explores the evolution of constructionism as an educational framework, tracing its relevance and transformation across three pivotal eras: the advent of personal computing, the networked society, and the current era of generative AI. Rooted in Seymour Papert’s constructionist philosophy, this study examines how constructionist principles align with the expanding role of digital technology in personal and collective learning. We discu…
Ihde meets Papert
The paper proposes a framework for thinking about digital technologies, including AI, in education. The framework combines Don Ihde’s postphenomenology and Seymour Papert’s constructionism. The former is rooted in the philosophy of technology, the latter – in education and technology. The intersections between the two theories have been mentioned but not explored. There are biographical affinities between the two thinkers, and their ground-breaki…
Science teachers' worldviews in the age of the digital revolution
In this qualitative study, we examined the worldviews that contemporary science teachers demonstrate in relation to the digital revolution. The main goal of the study was to gain insight into participants' worldviews as related to the digital revolution, specifically, the contents and structure of their worldviews. The data collection method consisted of in-depth interviews with 30 in-service high-school science teachers. Study findings revealed …
A multiple-constructs framework for teaching control concepts
The phenomenon of control is an essential component of the everyday natural, social, and artificial environment. Control-related concepts have become a central component of many core topics in modern technology education. Knowledge about students abilities to understand (analysis) and design (synthesis) controlled systems, however, is still poor. Evidence already collected shows that students have serious difficulties in transcending the phenomen…
Armored Train 14,69
Meyerhold at Work
No prominent works on this page.
Armored Train 14,69
Meyerhold at Work
A multiple-constructs framework for teaching control concepts
The phenomenon of control is an essential component of the everyday natural, social, and artificial environment. Control-related concepts have become a central component of many core topics in modern technology education. Knowledge about students abilities to understand (analysis) and design (synthesis) controlled systems, however, is still poor. Evidence already collected shows that students have serious difficulties in transcending the phenomen…
Science teachers' worldviews in the age of the digital revolution
In this qualitative study, we examined the worldviews that contemporary science teachers demonstrate in relation to the digital revolution. The main goal of the study was to gain insight into participants' worldviews as related to the digital revolution, specifically, the contents and structure of their worldviews. The data collection method consisted of in-depth interviews with 30 in-service high-school science teachers. Study findings revealed …
Ihde meets Papert
The paper proposes a framework for thinking about digital technologies, including AI, in education. The framework combines Don Ihde’s postphenomenology and Seymour Papert’s constructionism. The former is rooted in the philosophy of technology, the latter – in education and technology. The intersections between the two theories have been mentioned but not explored. There are biographical affinities between the two thinkers, and their ground-breaki…
Smart Learning in the 21st Century
This article explores the evolution of constructionism as an educational framework, tracing its relevance and transformation across three pivotal eras: the advent of personal computing, the networked society, and the current era of generative AI. Rooted in Seymour Papert’s constructionist philosophy, this study examines how constructionist principles align with the expanding role of digital technology in personal and collective learning. We discu…
Cultivating machine learning-related computational thinking in elementary school
There is a growing understanding that Artificial Intelligence education should begin in elementary grades. This necessitates a shift in the perception of what Computational Thinking entails, moving beyond the traditional algorithmic approach to include the data-driven principles fundamental to Machine Learning. This study explores how student activities involving the construction of Predictive Artificial Intelligence systems can be effectively in…
Computer Science (4 works) · Engineering (4 works) · Epistemology (4 works) · Sociology (3 works) · Art (2 works) · Constructionism (2 works) · Digital Education and Society (2 works) · Intelligent Tutoring Systems and Adaptive Learning (2 works) · Philosophy (2 works) · Political science (2 works)