Rinat B Rosenberg‐Kima
Biographic Data
| ID | 6553123 |
|---|---|
| NAME | Rinat B Rosenberg‐Kima |
| GIVEN NAMES | Rinat B |
| FAMILY NAME | Rosenberg‐Kima |
| SIGNATURE | KIMA R B R |
| AFFILIATIONS | Technion – Israel Institute of Technology |
| ORCID | 0000-0001-8199-8869 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
The understanding gap
The rapid proliferation of conversational AI systems has led many users to attribute understanding, emotional sensitivity, and experiential qualities to AI chatbots. While these systems produce highly fluent and contextually appropriate responses, whether such attributions reflect genuine understanding or conflate functional performance with cognitive capacity remains unclear. This paper examines this attribution by integrating a rigorous philoso…
A computational thinking course for all preservice K-12 teachers
From avoidance to ownership
There is a growing global interest in the inclusion of coding as early as preschool. However, most coding languages involve reading and writing, leaving non-writing children deprived of the opportunity to develop any kind of coding proficiency. Moreover, many preschool teachers lack the knowledge and self-efficacy necessary for teaching coding. This case study examines the subjective experiences of preschool teachers with no early coding knowledg…
F2F, zoom, or asynchronous learning? Higher education students’ preferences and perceived benefits and pitfalls
Higher education institutions are trying to optimise course designs. During COVID-19, distance education became the primary teaching format worldwide, and current studies suggest that the online experience may have changed students' learning format preferences, which prior to the pandemic leaned toward face-to-face (F2F) learning. This study aimed to (1) examine students' stated and revealed (i.e. actual attendance) learning format preferences wh…
Online pair-programming
The COVID-19 pandemic raised the need to examine online learning methods also in young children. This study examined elementary school children’s performance and attitudes during and toward an online programming learning activity utilizing the pair-programming Agile method that may foster 21st-century skills, including collaboration and computational thinking. Forty 4th–6th grade children with basic programming knowledge of Scratch were randomly …
Explicit instruction in the context of whole-tasks
F2F, zoom, or asynchronous learning? Higher education students’ preferences and perceived benefits and pitfalls
Higher education institutions are trying to optimise course designs. During COVID-19, distance education became the primary teaching format worldwide, and current studies suggest that the online experience may have changed students' learning format preferences, which prior to the pandemic leaned toward face-to-face (F2F) learning. This study aimed to (1) examine students' stated and revealed (i.e. actual attendance) learning format preferences wh…
Explicit instruction in the context of whole-tasks
Online pair-programming
The COVID-19 pandemic raised the need to examine online learning methods also in young children. This study examined elementary school children’s performance and attitudes during and toward an online programming learning activity utilizing the pair-programming Agile method that may foster 21st-century skills, including collaboration and computational thinking. Forty 4th–6th grade children with basic programming knowledge of Scratch were randomly …
F2F, zoom, or asynchronous learning? Higher education students’ preferences and perceived benefits and pitfalls
Higher education institutions are trying to optimise course designs. During COVID-19, distance education became the primary teaching format worldwide, and current studies suggest that the online experience may have changed students' learning format preferences, which prior to the pandemic leaned toward face-to-face (F2F) learning. This study aimed to (1) examine students' stated and revealed (i.e. actual attendance) learning format preferences wh…
A computational thinking course for all preservice K-12 teachers
From avoidance to ownership
There is a growing global interest in the inclusion of coding as early as preschool. However, most coding languages involve reading and writing, leaving non-writing children deprived of the opportunity to develop any kind of coding proficiency. Moreover, many preschool teachers lack the knowledge and self-efficacy necessary for teaching coding. This case study examines the subjective experiences of preschool teachers with no early coding knowledg…
The understanding gap
The rapid proliferation of conversational AI systems has led many users to attribute understanding, emotional sensitivity, and experiential qualities to AI chatbots. While these systems produce highly fluent and contextually appropriate responses, whether such attributions reflect genuine understanding or conflate functional performance with cognitive capacity remains unclear. This paper examines this attribution by integrating a rigorous philoso…
Computer Science (5 works) · Mathematics education (5 works) · Psychology (5 works) · Pedagogy (3 works) · Teaching and Learning Programming (3 works) · Cognition (2 works) · Educational technology (2 works) · Innovative Teaching and Learning Methods (2 works) · Online Learning and Analytics (2 works) · Perception (2 works)