Yael Shwartz

Dados Biográficos

ID9526894
NOMEYael Shwartz
PRENOMESYael
SOBRENOMEShwartz
ASSINATURASHWARTZ Y
AFILIAÇÕESWeizmann Institute of Science
ORCID0000-0002-5145-3486
VERIFICADOSim
TOTAL DE OBRAS6
TOTAL DE CITAÇÕES0
TOTAL COMO AUTOR6
TOTAL COMO EDITOR0
PRIMEIRO ANO DE PUBLICAÇÃO2009
ANO MAIS RECENTE DE PUBLICAÇÃO2026
ÍNDICE H0

  • The Five-Dimensions Model as a Lens on Teaching Socio-Scientific Issues

    Open AccessYael Shwartz, Dury BayramARTICLEScience & Education2026

    The goal of this study is to capture the nature of socio-scientific issues (SSI) teaching and to explore how teachers’ knowledge about SSI is manifested in their teaching. This is done using a multiple case study methodology, collecting data from 21 teachers from 10 European countries. The context of the study was an EU-funded project, which provided SSI teaching materials for teachers as well as workshops and online courses. In this study, the t…

  • Bringing Science to the Periphery Through Distance Learning

    Open AccessEilat Chen Levy, Gilad Ravid et al.ARTICLEEducation Sciences2025

    Students in peripheral areas often score lower in the sciences than those in urban areas. This study explores the feasibility of distance learning in making quality science education accessible everywhere. In 2016, the Israeli government established technological infrastructure in southern peripheral schools, but these resources remained largely unused. From 2018 to 2019, we interviewed school principals and education department directors, and su…

  • SSI-based instruction by secondary school teachers

    Silvia Alcaraz-Dominguez, Yael Shwartz et al.ARTICLEInternational Journal of Science…2024

    Whereas one of the potential uses of Socioscientific Issues-based instruction in basic education is to engage students in scientific practices, there is a lack of empirical evidence showing that this is indeed what happens in the classroom. On this basis, the present study analysed teachers’ adaptations of pre-made SSI-based lessons in light of scientific practices as expressed in the PISA 2018 science competence framework. The results show that …

  • Drawing as a Space for Social-Cognitive Interaction

    Open AccessVanessa de Andrade, Sérgio Freire et al.ARTICLEEducation Sciences2022

    Drawing is recognized as a powerful tool to learn science. Although current research has enriched our understanding of the potential of learning through drawing, scarce attention has been given to the social-cognitive interactions that occur when students jointly create drawings to understand and explain phenomena in science. This article is based on the distributed and embodied cognition theories and it adopted the notion of we-space, defined as…

  • Students' mechanistic reasoning in practice

    Open AccessVanessa de Andrade, Yael Shwartz et al.ARTICLEScience Education2022

    Mechanistic reasoning is a powerful form of reasoning central to scientific explanations. Despite mechanistic reasoning being an important dimension of scientific practice and a central dimension of science curricula, students face difficulties in developing such type of reasoning. Many authors have been proposing tools for supporting its development; drawing is one such tool. Studies that purposefully explore how drawing leverages and supports s…

  • Developing a learning progression for scientific modeling

    Open AccessChristina V Schwarz, Brian J Reiser et al.ARTICLEJournal of Research in Science…2009

    Modeling is a core practice in science and a central part of scientific literacy. We present theoretical and empirical motivation for a learning progression for scientific modeling that aims to make the practice accessible and meaningful for learners. We define scientific modeling as including the elements of the practice (constructing, using, evaluating, and revising scientific models) and the metaknowledge that guides and motivates the practice…