Dov Dori
Biographic Data
| ID | 8902102 |
|---|---|
| NAME | Dov Dori |
| GIVEN NAMES | Dov |
| FAMILY NAME | Dori |
| SIGNATURE | DORI D |
| AFFILIATIONS | Technion – Israel Institute of Technology |
| ORCID | 0000-0002-2393-3124 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Assessing Engineering Students’ Systems Thinking and Modeling Based on Their Online Learning
Contribution: Model-based learning improves systems thinking (ST) based on students’ prior knowledge and gender. Relations were found between textual, visual, and mixed question types and student achievements. Background: ST is essential to judicious decision-making and problem-solving. Undergraduate students can be taught to apply better ST, and analysis of their online systems modeling processes can improve their ST. Research Questions: 1) What…
Developing and assessing pre- and in-service science and engineering teachers’ systems thinking and modeling skills through an asynchronous online course
Systems thinking and modeling are two critical 21st-century skills that teachers and educators are expected to impart to students, and students are expected to acquire and master them as part of their preparation to become literate citizens of a society and environment that is becoming ever more complex. Systems thinking is a thought process in which assumptions about interactions among interconnected elements of a system or a phenomenon can help…
Investigating Chemistry Teachers’ Assessment Knowledge via a Rubric for Self-Developed Tasks in a Food and Sustainability Context
We investigated the competence of in- and pre-service chemistry teachers and teacher mentors in designing sustainability- and systems-oriented online tasks for their students. Using a dedicated rubric, we evaluated their assessment knowledge (AK) as reflected in the tasks they had developed. The rubric is based on four attributes: integration of sustainability and chemistry, diversity of thinking skills, the variety of system aspects, and diversi…
Fostering engineering and science students’ and teachers’ systems thinking and conceptual modeling skills
Assessing Novelty and Systems Thinking in Conceptual Models of Technological Systems
Contribution: The authors present a methodology for assessing both novelty and systems thinking, as expressed in the same conceptual models constructed by graduate engineering students. Background: Companies worldwide seek employees with creativity and systems thinking, since solving design problems requires both skills. Novelty and usefulness are the most commonly accepted components of creativity, while systems thinking is the holistic understa…
Model-Based Systems Thinking: Assessing Engineering Student Teams
Contribution: A rubric for assessing the systems thinking expressed in conceptual models of technological systems has been constructed and assessed using a formal methodology. The rubric, a synthesis of prior findings in science and engineering education, forms a framework for improving communication between science and engineering educators. Background: Systems thinking is an important skill in engineering, but to date no rubric for assessing th…
Meta-assessment in a project-based systems engineering course
Project-based learning (PBL) facilitates significant learning, but it poses a major assessment challenge for assessing individual content knowledge. We developed and implemented an assessment approach and tool for a mandatory undergraduate systems engineering PBL-based course. We call this type of assessment student-oriented meta-assessment. Research participants included 131 undergraduate engineering students who carried out team projects requir…
Object-Process Methodology: A Holistic Systems Paradigm
No prominent works on this page.
Object-Process Methodology: A Holistic Systems Paradigm
Meta-assessment in a project-based systems engineering course
Project-based learning (PBL) facilitates significant learning, but it poses a major assessment challenge for assessing individual content knowledge. We developed and implemented an assessment approach and tool for a mandatory undergraduate systems engineering PBL-based course. We call this type of assessment student-oriented meta-assessment. Research participants included 131 undergraduate engineering students who carried out team projects requir…
Model-Based Systems Thinking: Assessing Engineering Student Teams
Contribution: A rubric for assessing the systems thinking expressed in conceptual models of technological systems has been constructed and assessed using a formal methodology. The rubric, a synthesis of prior findings in science and engineering education, forms a framework for improving communication between science and engineering educators. Background: Systems thinking is an important skill in engineering, but to date no rubric for assessing th…
Assessing Novelty and Systems Thinking in Conceptual Models of Technological Systems
Contribution: The authors present a methodology for assessing both novelty and systems thinking, as expressed in the same conceptual models constructed by graduate engineering students. Background: Companies worldwide seek employees with creativity and systems thinking, since solving design problems requires both skills. Novelty and usefulness are the most commonly accepted components of creativity, while systems thinking is the holistic understa…
Developing and assessing pre- and in-service science and engineering teachers’ systems thinking and modeling skills through an asynchronous online course
Systems thinking and modeling are two critical 21st-century skills that teachers and educators are expected to impart to students, and students are expected to acquire and master them as part of their preparation to become literate citizens of a society and environment that is becoming ever more complex. Systems thinking is a thought process in which assumptions about interactions among interconnected elements of a system or a phenomenon can help…
Investigating Chemistry Teachers’ Assessment Knowledge via a Rubric for Self-Developed Tasks in a Food and Sustainability Context
We investigated the competence of in- and pre-service chemistry teachers and teacher mentors in designing sustainability- and systems-oriented online tasks for their students. Using a dedicated rubric, we evaluated their assessment knowledge (AK) as reflected in the tasks they had developed. The rubric is based on four attributes: integration of sustainability and chemistry, diversity of thinking skills, the variety of system aspects, and diversi…
Fostering engineering and science students’ and teachers’ systems thinking and conceptual modeling skills
Assessing Engineering Students’ Systems Thinking and Modeling Based on Their Online Learning
Contribution: Model-based learning improves systems thinking (ST) based on students’ prior knowledge and gender. Relations were found between textual, visual, and mixed question types and student achievements. Background: ST is essential to judicious decision-making and problem-solving. Undergraduate students can be taught to apply better ST, and analysis of their online systems modeling processes can improve their ST. Research Questions: 1) What…
Computer Science (8 works) · Mathematics education (7 works) · Psychology (7 works) · Engineering (6 works) · Complex Systems and Decision Making (5 works) · Engineering education (5 works) · Engineering management (5 works) · Artificial Intelligence (4 works) · Artificial Intelligence (4 works) · Critical thinking (4 works)