Elon Langbeheim
Biographic Data
| ID | 9512515 |
|---|---|
| NAME | Elon Langbeheim |
| GIVEN NAMES | Elon |
| FAMILY NAME | Langbeheim |
| SIGNATURE | LANGBEHEIM E |
| AFFILIATIONS | Ben-Gurion University of the Negev |
| ORCID | 0000-0001-8063-3999 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Attitudes Towards Chemistry among Low and High Achieving 9th Grade Students in Laboratory Investigations and Theoretical Explanations
How does a modified curricular unit about energy change in chemical processes influence self-efficacy, attitudes toward chemistry and learning gains among 9th-grade students? Four 9 th grade classrooms studied a modified energy-change curricular unit: two classrooms in a public school, and two other classrooms in a science magnet school. The modified curricular unit was divided into two chapters: the first addressed the phenomenon of energy chang…
Concreteness of energy and bonding concepts in 9th grade chemistry – examining learning among high and low achievers
Concreteness fading was applied in a curricular unit on energy changes in chemical reactions. Students explored bond breaking and formation by physically interacting with magnets, observing these processes through computer simulations and diagrams, and applying them to chemical equations. The participants included 36 ninth graders from a regular public school and 56 from a science magnet school. Conceptual knowledge was assessed using questionnai…
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,…
Reasoning about crowd evacuations as emergent phenomena when using participatory computational models
How do students apply systems thinking to make sense of a computational model of crowd evacuation? We developed a participatory simulation in which users play the role of evacuees that move through a narrow passageway. This simulation demonstrates that when exceeding a certain speed, moving through narrow bottlenecks, is more likely to create clogs, leading to a slower passing rate. The participatory simulation was introduced in a lesson about sc…
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…
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Reasoning about crowd evacuations as emergent phenomena when using participatory computational models
How do students apply systems thinking to make sense of a computational model of crowd evacuation? We developed a participatory simulation in which users play the role of evacuees that move through a narrow passageway. This simulation demonstrates that when exceeding a certain speed, moving through narrow bottlenecks, is more likely to create clogs, leading to a slower passing rate. The participatory simulation was introduced in a lesson about sc…
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…
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,…
Attitudes Towards Chemistry among Low and High Achieving 9th Grade Students in Laboratory Investigations and Theoretical Explanations
How does a modified curricular unit about energy change in chemical processes influence self-efficacy, attitudes toward chemistry and learning gains among 9th-grade students? Four 9 th grade classrooms studied a modified energy-change curricular unit: two classrooms in a public school, and two other classrooms in a science magnet school. The modified curricular unit was divided into two chapters: the first addressed the phenomenon of energy chang…
Concreteness of energy and bonding concepts in 9th grade chemistry – examining learning among high and low achievers
Concreteness fading was applied in a curricular unit on energy changes in chemical reactions. Students explored bond breaking and formation by physically interacting with magnets, observing these processes through computer simulations and diagrams, and applying them to chemical equations. The participants included 36 ninth graders from a regular public school and 56 from a science magnet school. Conceptual knowledge was assessed using questionnai…
Mathematics education (4 works) · Psychology (4 works) · Computer Science (3 works) · Science Education and Pedagogy (3 works) · Artificial Intelligence (2 works) · Computational model (2 works) · Educational Strategies and Epistemologies (2 works) · Educational technology (2 works) · Human–computer interaction (2 works) · Innovative Teaching and Learning Methods (2 works)