PublicationsBook Chapters

Shwartz-Asher, D., Reiss, S. R., Abu-Younis, A. A., & Dori, Y. J. (). Engineering teachers’ assessment knowledge in active and project-based learning. (Chapter 31, pp. 851-869). In Mintzes, J. J., & Walter E. M. (Eds.) Active Learning in College Science: The Case for Evidence-Based Practice, Section V. Restructuring Whole Class Interactions, 2020

abstract

An instructional framework that can help students succeed in the current labor force is project-based learning (PBL), which entails students researching and creating projects that reflect their knowledge. PBL implementation has been recently mandated in the Israeli high school science and engineering curriculum, but its effective implementation is impeded by challenges that include the lack of professional guidelines for teachers on creating and assessing student projects. Responding to the need to train engineering teachers in PBL, this chapter describes a recent training initiative for a cohort of engineering teachers from a diverse population, including Arabs and Jews, with varying levels and subject areas of expertise. Rather than simply lecturing these teachers about PBL, the program required teachers to devise assessment criteria that they felt were relevant to their own teaching, to implement PBL and these criteria in their classrooms, and then to present their students’ projects to their fellow teachers. The research aim was to address two questions that are related to teachers’ knowledge of engineering education, teachers’ reflections of the best practices for implementing PBL, and the teachers’ classroom PBL competency. We found a gap between teachers’ declared knowledge of their own PBL proficiency and other knowledge types, especially their knowledge of assessing student learning. The theoretical and practical contributions of this study include guidelines for developing, validating, and applying a PBL training tool kit, a set of criteria for PBL assessment, and the first step of creating a PBL engineering education community of practice.

Hed-Metzuyanim, E., Hazzan, O. & Dori, Y. J. (). Research–practice partnerships in STEM education: An organizational perspective. (pp. 43-75). In Hazzan, O., Hed-Metzuyanim, E., Even-Zahav, Tal, T., & Dori, Y. J. (Eds.). Application of Management Theories for STEM Education: The Case of SWOT Analysis. Springer Briefs in Education. Springer Briefs in Education. Cham, Switzerland: Springer, 2018

Dori, Y. J., Tal, T., & Hed-Metzuyanim, E. (). SWOT Analysis of STEM education in academia: The disciplinary versus cross disciplinary conflict. (pp. 25-42). In Hazzan, O., Hed-Metzuyanim, E., Even-Zahav, Tal, T., & Dori, Y. J. (Eds.). Application of Management Theories for STEM Education: The Case of SWOT Analysis. Springer Briefs in Education Springer Briefs in Education. Cham, Switzerland: Springer

Wengrowicz, N., Dori, Y. J. & Dori, D. (). Metacognition and meta-assessment in engineering education. (pp. 191-216). In Dori, Y. J., Mevarech, Z., & Baker, D. (Eds.). Cognition, Metacognition and Culture in STEM Education. Cham, Switzerland: Springer Science & Business Media, 2018

abstract

In this chapter, we first discuss metacognition in engineering education. We then focus on meta-assessment in general and on student-oriented meta-assessment in engineering education in particular. We describe studies focusing on metacognition and the three meta-assessment types in engineering education. We describe in detail two studies, in which we have investigated the meta-assessment of engineering students at higher education institutes in two project-based courses with different characteristics. The first study involved a large undergraduate information systems engineering course at the Technion, Israel Institute of Technology, while the second study involved a small graduate model-based systems engineering course at Massachusetts Institute of Technology. We discuss the advantages of incorporating metacognition in general and meta-assessment in particular into engineering education and using it for enhancing students’ metacognitive skills. In this study, formative assessment was made possible by providing feedback to the teams as they were engaged in the project-based learning. Our meta-assessment approach enables individual summative assessment of each student’s learning outcomes, whereas each team project served as a basis for the collective team’s summative assessment.