Anat Zohar
Biographic Data
| ID | 6299673 |
|---|---|
| NAME | Anat Zohar |
| GIVEN NAMES | Anat |
| FAMILY NAME | Zohar |
| SIGNATURE | ZOHAR A |
| AFFILIATIONS | Hebrew University of Jerusalem |
| ORCID | 0000-0001-7184-2537 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 18 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Bridging geragogy and pedagogy: Towards a learning-sciences-based approach to older adults’ education
Although previous studies have advanced our understanding of older people’s educational needs, an integrated, well-supported model of high-quality teaching for older adults is still wanting. The goal of the present paper expands the concept of Geragogy (instructional practices for older learners) by systematically examining the intersection between the current dominant model for learning and instruction offered by the learning sciences (LS) and a…
Designing Guiding Principles for Twenty-First Century Curricula: Navigating Knowledge, Thinking Skills, and Pedagogical Autonomy in the Israeli Curriculum
Promoting 21 st century pedagogy: Can school autonomy and school-based professional development processes make a difference
Public schools are expected to ensure that students who graduate the kindergarten (for 5-6 year olds) through twelfth grade (for 17-18 year olds) system are adept in 21 st century skills to be successful in the new workforce landscape.Hence, schools need to establish progressive teaching and learning processes that significantly differ from the traditional ones.Since learning environments designed for knowledge construction promote self-regulated…
“The king will be corrupt too!” Teaching thinking in bible studies
Bible studies are one of the foundations of Israeli education. Nevertheless, this content area has been neglected for many years and it is now bordering on crisis. Passive learning style and classroom discussions that lead to predetermined conclusions are prevalent in Bible classes in both elementary and high schools. In this article, we present the Teaching Thinking in Bible Studies Initiative that seeks to facilitate active Bible studies where …
Cognitive growth rather than decline: Examining highly educated, third age women’s learning
The aim of this study is to examine what learning capabilities and ways of learning may be possible for women in their third age. The study addresses cognitive aspects of real-life learning of older women who are experienced learners. Semi-structured interviews were conducted with 19 women aged between 60 and 81 who hold either a PhD or a MA. Despite reports of memory decline, the findings show that the interviewees perceive their current learnin…
The intersection of gender and culture in argumentative writing
This study explores the intersection of gender, sociocultural background, and argumentative socioscientific writing. It focuses on Jewish Ultra-Orthodox (Haredi) men and women who were educated in gender-segregated schools separated from the public education (PE) system in Israel. We compared argumentative essays written by these two groups to argumentative essays written by both genders of PE graduates who studied in coed schools. The methodolog…
From Yeshiva to Academia: The Argumentative Writing Characteristics of Ultra-Orthodox Male Students
A review of research on metacognition in science education: Current and future directions
The goal of this study is to map the current state of research in the field of metacognition in science education, to identify key trends, and to discern areas and questions for future research. We conducted a systematic analysis of 178 studies published in peer-reviewed journals in the years 2000–2012 and indexed in the ERIC database. The findings from this analysis indicate that the field of metacognition in science education is in a state of g…
Epistemic Thinking in Action: Evaluating and Integrating Online Sources
This study examines epistemic thinking in action in order to shed light on the relation between students’ personal epistemologies and their online learning practices. The study is based on observations of the learning behaviors of 6th-grade students (n = 38) during two online inquiry tasks. Data were collected through think-aloud protocols and retrospective epistemic interviews. The study examines how absolutist and evaluativist epistemic perspec…
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…
Fostering students' knowledge and argumentation skills through dilemmas in human genetics
This study examined the outcomes of a unit that integrates explicit teaching of general reasoning patterns into the teaching of a specific science content. Specifically, this article examined the teaching of argumentation skills in the context of dilemmas in human genetics. Before instruction only a minority (16.2%) of the students referred to correct, specific biological knowledge in constructing arguments in the context of dilemmas in genetics.…
Teachers’ beliefs about low-achieving students and higher order thinking
Teachers’ metacognitive knowledge and the instruction of higher order thinking
Teachers’ metacognitive knowledge and the instruction of higher order thinking
Teachers’ beliefs about low-achieving students and higher order thinking
Fostering students' knowledge and argumentation skills through dilemmas in human genetics
This study examined the outcomes of a unit that integrates explicit teaching of general reasoning patterns into the teaching of a specific science content. Specifically, this article examined the teaching of argumentation skills in the context of dilemmas in human genetics. Before instruction only a minority (16.2%) of the students referred to correct, specific biological knowledge in constructing arguments in the context of dilemmas in genetics.…
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…
Epistemic Thinking in Action: Evaluating and Integrating Online Sources
This study examines epistemic thinking in action in order to shed light on the relation between students’ personal epistemologies and their online learning practices. The study is based on observations of the learning behaviors of 6th-grade students (n = 38) during two online inquiry tasks. Data were collected through think-aloud protocols and retrospective epistemic interviews. The study examines how absolutist and evaluativist epistemic perspec…
A review of research on metacognition in science education: Current and future directions
The goal of this study is to map the current state of research in the field of metacognition in science education, to identify key trends, and to discern areas and questions for future research. We conducted a systematic analysis of 178 studies published in peer-reviewed journals in the years 2000–2012 and indexed in the ERIC database. The findings from this analysis indicate that the field of metacognition in science education is in a state of g…
The intersection of gender and culture in argumentative writing
This study explores the intersection of gender, sociocultural background, and argumentative socioscientific writing. It focuses on Jewish Ultra-Orthodox (Haredi) men and women who were educated in gender-segregated schools separated from the public education (PE) system in Israel. We compared argumentative essays written by these two groups to argumentative essays written by both genders of PE graduates who studied in coed schools. The methodolog…
From Yeshiva to Academia: The Argumentative Writing Characteristics of Ultra-Orthodox Male Students
“The king will be corrupt too!” Teaching thinking in bible studies
Bible studies are one of the foundations of Israeli education. Nevertheless, this content area has been neglected for many years and it is now bordering on crisis. Passive learning style and classroom discussions that lead to predetermined conclusions are prevalent in Bible classes in both elementary and high schools. In this article, we present the Teaching Thinking in Bible Studies Initiative that seeks to facilitate active Bible studies where …
Cognitive growth rather than decline: Examining highly educated, third age women’s learning
The aim of this study is to examine what learning capabilities and ways of learning may be possible for women in their third age. The study addresses cognitive aspects of real-life learning of older women who are experienced learners. Semi-structured interviews were conducted with 19 women aged between 60 and 81 who hold either a PhD or a MA. Despite reports of memory decline, the findings show that the interviewees perceive their current learnin…
Designing Guiding Principles for Twenty-First Century Curricula: Navigating Knowledge, Thinking Skills, and Pedagogical Autonomy in the Israeli Curriculum
Promoting 21 st century pedagogy: Can school autonomy and school-based professional development processes make a difference
Public schools are expected to ensure that students who graduate the kindergarten (for 5-6 year olds) through twelfth grade (for 17-18 year olds) system are adept in 21 st century skills to be successful in the new workforce landscape.Hence, schools need to establish progressive teaching and learning processes that significantly differ from the traditional ones.Since learning environments designed for knowledge construction promote self-regulated…
Bridging geragogy and pedagogy: Towards a learning-sciences-based approach to older adults’ education
Although previous studies have advanced our understanding of older people’s educational needs, an integrated, well-supported model of high-quality teaching for older adults is still wanting. The goal of the present paper expands the concept of Geragogy (instructional practices for older learners) by systematically examining the intersection between the current dominant model for learning and instruction offered by the learning sciences (LS) and a…
Psychology (12 works) · Mathematics education (10 works) · Pedagogy (9 works) · Education and Critical Thinking Development (8 works) · Educational Strategies and Epistemologies (8 works) · Epistemology (6 works) · Cognition (5 works) · Sociology (5 works) · Teaching method (5 works) · Argumentation theory (4 works)