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HU Credits:
2
Degree/Cycle:
2nd degree (Master)
Responsible Department:
Education
Semester:
1st Semester
Teaching Languages:
Hebrew
Campus:
Mt. Scopus
Course/Module Coordinator:
Prof. Anat Zohar
Coordinator Office Hours:
Wed 6-8, by appointment
Teaching Staff:
Prof Anat Zohar
Course/Module description:
This course is an introduction to the field of learning and instruction. At the beginning of the course we shall review some of the main topics in this field. Then, we shall study more deeply one of the topics: learning and instruction for deep understanding. Subsequently we shall read and analyse 6 articles representing leading studies in the field, discuss their main ideas, their research methods and their implications for educational practice. Finally we shall ask what can be learned from these issues about the desired school structure and curriculum in the 21st century.
Course/Module aims:
The course's aim is to introduce central issues and research methods in the field of learning and instruction.
Learning outcomes - On successful completion of this module, students should be able to:
On successful completion of this course students should be able to :
a. Describe and discuss central issues in the field.
b. Analyze a research article
Attendance requirements(%):
100%
Teaching arrangement and method of instruction:
Lectures, class discussions and group work
Course/Module Content:
tbd
Required Reading:
זוהר, ע. ובושריאן ע. (עורכים).(2020). התאמת תוכניות הלימודים וחומרי הלימוד למאה ה- 21. ירושלים: היוזמה- מרכז לידע ולמחקר בחינוך.
נוסבאום, י. (1995) תפיסת הארץ כגוף קוסמי. בתוך יחיאלי ונוסבאום: תפיסות שגויות ושינוי תפיסתי בהוראת המדעים. ירושלים: משרד החינוך והתרבות, האגף להכשרת מורים. עמ' 69-96
Abrami, P. C., Bernard, R. M., Borokhovski, E., Waddington, D. I., Wade, C. A., & Persson, T. (2015). Strategies for Teaching Students to Think Critically A Meta-Analysis. Review of Educational Research, 85(2), 275-314.
Bransford, J., Brown, A. L., & Cocking, R. R. (2000). How people learn. Washington DC: National Academy Press, chapter 1 (sections about learning with understanding and pre-exisitng knowledge)
http://www.nap.edu/catalog/9853/how-people-learn-brain-mind-experience-and-school-expanded-edition
Chi, M. T. (2009). Active‐constructive‐interactive: A conceptual framework for differentiating learning activities. Topics in Cognitive Science, 1(1), 73-105.
Fishman, B. J. and Davis, E. A. (2006). Teacher learning research and the learning sciences. In: The Cambridge Handbook of the Learning Sciences, Cambridge University Press, ch. 32, pp. 535-550.
Krajcik, J. S. and Blumenfeld, P, C. (2006). Project-based learning. In: The Cambridge Handbook of the Learning Sciences, Cambridge University Press, ch. 19, pp. 317-333.
Palincsar, A. S. & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1, 117-175.
Pellegrino, J. W., & Hilton, M. L. (Eds.). (2012). Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century. Committee on Defining Deeper Learning and 21st Century Skills; Center for Education; Division on Behavioral and Social Sciences and Education; National Research Council. Washington D.C: National Academic Press (selected pages)
Reisman, A. (2012). Reading like a historian: A document – based history curriculum intervention in urban high schools. Cognition and Instruction, 30, 86-112.
Sawyer, R. K. (2006). Introduction: The new science of learning. In: The Cambridge Handbook of the Learning Sciences, Cambridge University Press, ch. 1, P. 1-16.
Additional Reading Material:
to be determined
Course/Module evaluation:
End of year written/oral examination 0 %
Presentation 0 %
Participation in Tutorials 20 %
Project work 80 %
Assignments 0 %
Reports 0 %
Research project 0 %
Quizzes 0 %
Other 0 %
knowledge of reading list
Additional information:
none
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