Sharona T Levy
Biographic Data
| ID | 9505535 |
|---|---|
| NAME | Sharona T Levy |
| GIVEN NAMES | Sharona T |
| FAMILY NAME | Levy |
| SIGNATURE | LEVY S T |
| AFFILIATIONS | University of Haifa |
| ORCID | 0000-0002-5621-5372 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Repairing Toys as Engineering Learning
Engineering learning in early childhood is increasingly recognized as a foundation for later STEM engagement, yet few studies have explored how structured repair activities can foster both technical understanding and emotional engagement. This study explores 5–6-year-old children’s experiences in a toy repair workshop designed to introduce a coherent toolkit as a component of technical-engineering thinking. Grounded in a framework emphasizing eng…
Invented models – relating students’ constructions of computational models to their learning gains
Does inventing representations in open-ended computational environments contradict the goal of acquiring canonical scientific knowledge? We analyze the computational models of electric conductors that N = 35 eight-grade students built with a NetLogo-based microworld. Students used the microworld to sketch structures that represent models of electric conductors and then observed the resulting electric current. We use data from classroom discourse,…
Listening to or looking at models
Identifying aspects of complex and technological systems in the mental models of students who constructed computational models of electric circuits
Electricity, especially the flow of current, is a challenging topic for students of all ages. This study conceptualizes students' explanation of electric current as a cluster of knowledge elements. These clusters, in turn, represent students' mental models of electric circuits. Thus, this study aims to identify and characterize students' mental models of electric circuits and to determine, through these mental models, how the students' perception…
Promoting learning transfer in science through a complexity approach and computational modeling
The Role of Physical and Computer-Based Experiences in Learning Science Using a Complex Systems Approach
From feeling forces to understanding forces
Embodied cognition theories view sensorimotor activity as fundamental to learning, knowing, and reasoning. To investigate the role of physical movement in conceptual learning, we developed and explored an Embodied Learning Interactive Chemistry environment (ELI‐Chem). The ELI‐Chem learning environment includes a computer simulation, a device for interacting with the simulation, and an online activity guide. In particular, we focused on the topic …
No prominent works on this page.
The Role of Physical and Computer-Based Experiences in Learning Science Using a Complex Systems Approach
From feeling forces to understanding forces
Embodied cognition theories view sensorimotor activity as fundamental to learning, knowing, and reasoning. To investigate the role of physical movement in conceptual learning, we developed and explored an Embodied Learning Interactive Chemistry environment (ELI‐Chem). The ELI‐Chem learning environment includes a computer simulation, a device for interacting with the simulation, and an online activity guide. In particular, we focused on the topic …
Identifying aspects of complex and technological systems in the mental models of students who constructed computational models of electric circuits
Electricity, especially the flow of current, is a challenging topic for students of all ages. This study conceptualizes students' explanation of electric current as a cluster of knowledge elements. These clusters, in turn, represent students' mental models of electric circuits. Thus, this study aims to identify and characterize students' mental models of electric circuits and to determine, through these mental models, how the students' perception…
Promoting learning transfer in science through a complexity approach and computational modeling
Listening to or looking at models
Invented models – relating students’ constructions of computational models to their learning gains
Does inventing representations in open-ended computational environments contradict the goal of acquiring canonical scientific knowledge? We analyze the computational models of electric conductors that N = 35 eight-grade students built with a NetLogo-based microworld. Students used the microworld to sketch structures that represent models of electric conductors and then observed the resulting electric current. We use data from classroom discourse,…
Repairing Toys as Engineering Learning
Engineering learning in early childhood is increasingly recognized as a foundation for later STEM engagement, yet few studies have explored how structured repair activities can foster both technical understanding and emotional engagement. This study explores 5–6-year-old children’s experiences in a toy repair workshop designed to introduce a coherent toolkit as a component of technical-engineering thinking. Grounded in a framework emphasizing eng…
Computer Science (6 works) · Mathematics education (6 works) · Psychology (6 works) · Artificial Intelligence (5 works) · Artificial Intelligence (3 works) · Computational model (3 works) · Innovative Teaching and Learning Methods (3 works) · Science education (3 works) · Science Education and Pedagogy (3 works) · Visual and Cognitive Learning Processes (3 works)