Search

Prevalence of depression, anxiety, and stress among university students worldwide is high. In most cases, stress intervention is individual-based and involves small groups for relatively short periods. New evidence shows that stress increased during the COVID-19 pandemic (2020-2021), when learning moved to online formats and social distancing was enforced worldwide. Our research focuses on a course on adjusting to stressful situations that moved online after many years of being taught in class. Based on qualitative and quantitative analyses, we showed that the course offered students two main benefits. First, the course structure was designed as a ritual, providing students with a sense of control. Second, students were engaged in a group activity, further contributing to their ability to adjust to stressful situations, as it created a platform for sharing. Findings are discussed in the context of the ongoing pandemic, and implications for coping with student stress post COVID-19 are suggested. [ABSTRACT FROM AUTHOR]

In a dynamic and competitive environment, how do complex organisations maintain continuity and function without falling apart? This question will be examined in the context of the Israeli Police training organisation, which consists of several sub-organisations. Although they share similar goals, each has different objectives, trains police of different duties, and operates in a different geographical location. The common organisational characteristics promote shared perception and behaviour patterns for employees, which in turn, stabilise the organisation facing a complex environment. To reveal common perceptions of the training personnel, the research methodology chosen was qualitative, specifically, grounded theory methodology. The shared pattern reflects a paradoxical perception which simultaneously incorporates two poles – reductive and expansive – in each of four organisational core components diagnosed in the research: the training-organisation mission, training processes, organisational work-related processes, and the training personnel characteristics. The reduction-expansion paradox suggests an organisational perception pattern, embedded across the organisational core components, which offers a dynamic explanation for the continuity of the organisation in its complex environment. [ABSTRACT FROM AUTHOR]

Business organizations adopt innovation with the objective of meeting competition and improving their business performance; education organizations, likewise, operate in a competitive environment, are evaluated by stakeholders, and adopt innovation. The research presented here links these two sectors; its objective was to characterize the process of innovation adoption from the business sector by post-primary education organizations. Research data were collected from past and current projects in the education sector and from the perceptions of those involved in the adoption of innovation both in the education sector and in the business sector. The research results reveal a gap between the education sector’s desire to learn from the business sector and its success in doing so. We explain this gap using a model that describes the perception of the adoption process of innovation in the education sector. According to this process, although the business sector adopts innovation in a proactive manner, the adoption of innovation by the education sector is of a reactive nature. [ABSTRACT FROM AUTHOR]

This paper presents a teaching framework for a graduate course on Qualitative Research Methods course. The organizing concept of the teaching framework is that teaching and learning qualitative research are similar in essence to conducting qualitative research. The teaching framework is based on ten principles of teaching and learning qualitative research methods that result from the application of ten principles of conducting qualitative research. In other words, teaching and learning a course that deals with qualitative research implements the principles of such research. The teaching framework was constructed during a reflective research that lasted four years. During the course of the study, the researchers-lecturers collected and analyzed various course assignments performed by 62 students, online student discussions, observations made during class, interviews, and occasional conversations with students. The study contributes to research on the pedagogy of research methods in general and of qualitative research methods in particular. [ABSTRACT FROM AUTHOR]

This paper addresses the emotional labor of qualitative researchers in the social sciences, in general, and of doctoral students in the social sciences whose research is conducted using the qualitative research paradigm, in particular. The first part of this paper presents a brief review of the literature on the emotional labor of researchers in the social sciences. The second part of this paper discusses a doctoral research that investigates the emotional labor of doctoral students, examining two questions: First, why is it important to study the emotional labor of doctoral students? And second, can the topic "The emotional labor of doctoral students while conducting their doctoral research" in itself constitute a topic for a doctoral dissertation? [ABSTRACT FROM AUTHOR]

This article is an attempt to place mathematical thinking in the context of more general theories of human cognition. We describe and compare four perspectives—mathematics, mathematics education, cognitive psychology, and evolutionary psychology—each offering a different view on mathematical thinking and learning and, in particular, on the source of mathematical errors and on ways of dealing with them in the classroom. The four perspectives represent four levels of explanation, and we see them not as competing but as complementing each other. In the classroom or in research data, all four perspectives may be observed. They may differentially account for the behavior of different students on the same task, the same student in different stages of development, or even the same student in different stages of working on a complex task. We first introduce each of the perspectives by reviewing its basic ideas and research base. We then show each perspective at work, by applying it to the analysis of typical mathematical misconceptions. Our illustrations are based on two tasks: one from statistics (taken from the psychological research literature) and one from abstract algebra (based on our own research). [ABSTRACT FROM AUTHOR]

This article presents a tutor-centered tutoring model that aims to develop and establish the pedagogical-disciplinary knowledge and skills of prospective teachers. The tutoring model and the research that accompanied its implementation are presented. The tutor-tutee pairs worked for two five-session cycles for two semesters, enabling prospective teachers to experience teaching situations by guiding the tutee through problem-solving processes. The sessions were based on difficulties that arose during the tutees' learning process. The research findings focus on the evaluation of the model by its participants - tutors, tutees and program coordinator - and indicate that the main tutoring targets were achieved. This tutoring model was implemented with prospective computer science teachers; we suggest, however, that it is applicable in teacher preparation programs in other disciplines in which problem solving is inherent. [ABSTRACT FROM AUTHOR]

Abstract: Roles’ playing is common in our lives. We play different roles with our family, at work as well as in other environments. Role allocation in software development projects is also accepted though it may be implemented differently by different software development methods. In a previous work [Y. Dubinsky, O. Hazzan, Roles in agile software development teams, in: 5th International Conference on Extreme Programming and Agile Processes in Software Engineering, 2004, pp. 157–165] we have found that personal roles may raise teammates’ personal accountability while maintaining the essence of the software development method. In this paper we present our role scheme, elaborate on its implementation and explain how it can be used to derive metrics. We illustrate our ideas by data gathered in student projects in the university. [Copyright &y& Elsevier]

This article focuses on the similarities and differences in the academic education of software engineers and architects. The rationale for this work stems from our observation, each from the perspective of her or his own discipline, that these two professional design and development processes share some similarities. A pilot study was performed, in which 24 practitioners (12 software engineers and 12 architects) were interviewed concerning the main characteristics of the two professions. The characteristics were classified according to four categories: discipline-related characteristics, professional skills, characteristics of typical problems and processes, and characteristics of a typical product. Data analysis indicates that according to the practitioners, while the professional skills required of professionals in the two disciplines are mostly common, the difference between the two disciplines is reflected most significantly in the features of the product created in the two professional processes. Based on this observation, some conclusions are outlined with respect to the academic education in the two fields. [ABSTRACT FROM AUTHOR]

Research in mathematics education usually attempts to look into students’ learning and other mental processes. It could therefore be expected to build on knowledge acquired within the academic discipline of cognitive psychology. Our aim in this paper is to show how some recent developments in cognitive psychology can help interpret empirical results from mathematics education. In particular, we will be looking into the heuristics-and-biases research by Kahneman and Tversky, the alternative views by Gigerenzer et al., and the more recent dual-process theory that has come to play a central role in interpreting this research. We first introduce the relevant background from cognitive psychology and survey its connections to previous work in mathematics education; then we apply this theoretical framework for re-interpreting previously-published empirical data from mathematics education research. We conclude with a discussion of potential theoretical and practical benefits of such synthesis. [ABSTRACT FROM AUTHOR]

This article presents a study that aims at constructing a teaching framework for software development methods in higher education. The research field is a capstone project-based course, offered by the Technion's Department of Computer Science, in which Extreme Programming is introduced. The research paradigm is an Action Research that involves cycles of data collection, examination, evaluation, and application of results. The research uses several research tools for data gathering, as well as several research methods for data interpretation. The article describes in detail the research background, the research method, and the gradual emergence process of a framework for teaching software development methods. As part of the comprehensive teaching framework, a set of measures is developed to assess, monitor, and improve the teaching and the actual process of software development projects. [ABSTRACT FROM AUTHOR]

This paper explores how outstanding female high school pupils perceived the profession of electrical engineering (EE) before and after a one-day conference aimed at exposing them to the profession of EE. The main finding indicates that, if planned properly and thoughtfully, even a single one-day conference can significantly change the perception of what EE is. In addition, the authors explore the pros and cons of studying EE, as expressed by the female high school pupils. They conclude with some recommendations related to the role of women in EE. [ABSTRACT FROM AUTHOR]

Intertwining reflective and abstract modes of thinking into the education of software engineers, especially in a course that focuses on software engineering's human aspects, can increase students' awareness of the discipline's richness and complexity while enhancing their professional performance in the field. This article focuses on the study and teaching of Human Aspects of Software Engineering course at both the Technion-Israel Institute of Technology and the School of Computer Science at Carnegie Mellon University. This course aims to increase software engineering students' awareness of the richness and complexity of various human aspects of software engineering and of the problems, dilemmas, questions, and conflicts these professionals could encounter during the software development process.

There is a growing interest in the mathematics education community in the notion of abstraction and its significance in the learning of mathematics. “Reducing abstraction” is a theoretical framework that examines learners’ behavior in terms of coping with abstraction level. It refers to situations in which learners are unable to manipulate concepts presented in a given problem; therefore, they unconsciously reduce the level of abstraction of the concepts involved to make these concepts mentally accessible. This framework has been used for explaining students’ conception in different areas of undergraduate mathematics and computer science. This article extends the applicability scope of this framework from undergraduate mathematics to school mathematics. We draw on recently published research articles and exemplify how students’ behavior can be described in terms of various interpretations of reducing abstraction level. [ABSTRACT FROM AUTHOR]

Presents an introduction to the articles published in December 2004 issue of the journal "Computer Science Education."

This paper analyses a lecture by an excellent teaching award winner professor of mathematics, given to high school mathematics teachers. The analysis is based upon two sources: (i) the lecture plan, as expressed in a series of 29 transparencies, prepared by the lecturer in advance; (ii) the actual implementation of the lecture, as transcribed from its video-taped record. Based on this analysis six principles for planning and giving a good lecture were developed. The paper provides the readers with full details of the content as well as non-verbal communication gestures exemplifying the employment of the six principles. [ABSTRACT FROM AUTHOR]

This research focuses on knowledge and ways in which knowledge may be constructed in the learner's mind. Specifically, it addresses the Web as a cognitive supporter for learning, organising and constructing a new domain of knowledge. In particular, the research analyses student reflection on constructing web sites. The analysis is based on an ongoing reflection of 40 prospective and in-service teachers who took a course on educational computational environments. The students were asked to choose a complex topic and to document the process of constructing a web site that would present their chosen topic. They were to reflect upon the process with regard to their decision making, difficulties encountered, ways of thinking, considerations and insights. Student reflection is analysed from two perspectives: the first perspective examines how the task of constructing a web site contributes to student learning of complex topics; the second perspective views the students as teachers who explore how constructing a web site contributes to their understanding of learning processes. [ABSTRACT FROM AUTHOR]

This article focuses on abstraction and ways in which students cope with abstraction. The article has two goals: first, it illustrates how the theme of reducing abstraction (Hazzan, 1999) is useful for analyzing students' thinking about abstract concepts in mathematics and in computer science; science; second, it demonstrates how theories based on mathematics education research can be applied to analyzing students' understanding of computer science concepts. The main section of the article analyzes the understanding of concepts from four fields - abstract algebra, computability, data structures and difffeerntial equations - through the lens of reducing abstraction. The analysis shows that a wide range of cognitive phenomena can be explained by one throetical framework. [ABSTRACT FROM AUTHOR]

This article examines the idea of 'following the flow of a proof with an example' in order to assist the learner in the challenging task of understanding mathematical proofs. This strategy is termed 'mimicry of a proof'. However, such mimicry can be impractical or unreasonably demanding when the mathematical objects in the proof are difficult to manipulate without technological enhancement. This is the case with many proofs in Linear Algebra, in which the manipulated objects are vectors or matrices. Therefore, the article focuses on the idea of proof mimicry with a computer algebra system (CAS). As examples, this strategy is applied to the proofs of two theorems: the basis theorem and the orthogonalization theorem. In addition, pedagogical guidelines to be followed in constructing a set of computer activities for students are presented and examined. [ABSTRACT FROM AUTHOR]

This article presents the findings of a study on the attitudes of prospective high school mathematics teachers toward integrating computers into their future classroom teaching. Ninety-four prospective teachers in four classes that focused on didactic and cognitive aspects of learning mathematics with computers were asked to present pro and con arguments that would influence their use of computers in their future mathematics teaching. A two-dimensional framework is used to present an analysis of he prospective teacher's arguments, which were collated through written questionnaires and class discussions. One dimension relates to the class components of a lesson: learner, teacher, mathematical content, learning environment, and class atmosphere. The second dimension is made up of the psychological aspects: cognitive, affective, and social. [ABSTRACT FROM AUTHOR]

Presents information on university course Web sites. Purpose of the Web site; Structure of the Web site; Contents of the Web site.

How do undergraduate students cope with abstract algebra concepts? How should we go about researching this question? Based on interviews with undergraduate students and on written questionnaires, a theoretical framework evolved which could coherently account for most of the data. According to this theoretical framework, students‘ responses can be interpreted as a result of reducing the level of abstraction. In this paper, the theme of reducing abstraction is examined, based on three interpretations for levels of abstraction discussed in mathematics education research literature. From these three perspectives on abstraction, ways in which students reduce abstraction level are analyzed and exemplified. [ABSTRACT FROM AUTHOR]

Students in mathematical problem-solving situations often experience confusion and loss of meaning. In these situations, affective and social factors are as much part of the student‘s thinking and behavior as are cognitive factors. These additional factors might include, for example, the need to make sense and the need to meet expectations of the authority figure involved (e.g., teacher or researcher). In this paper we attempt to analyze students‘ productions, taking into account such additional affective and social factors. To this end, we have tried to reproduce the student‘s voice in what we call {\it virtual monologue}. It consists of a monologue in the student‘s voice given in first person language, in which we try to describe as vividly and as faithfully as we can our picture of what might be going on in the student‘s mind during such situations. [ABSTRACT FROM AUTHOR]

Focuses on how undergraduate students in the first abstract algebra course learn the concept of group isomorphism. Various faces of isomorphism; Survey of literature; Research protocol and results; Naive isomorphism; Object isomorphism.

Answers questions related to the difficulties of integrating information technology (IT) in higher education in Great Britain. Factors underlying the use of IT; Issues on the interaction of an instructor with the students; Ideas imposed on the methods of using IT; Notion on the computer-as-teacher concept; Impressions about teaching and learning.

Systems thinking and abstract thinking are important skills for engineers in general and hardware and software engineers in particular. Systems thinking emphasises the interdependence of system components and their synergy. Abstract thinking permits one to focus on the significant details of the current perspective, while temporarily neglecting the less relevant details of the stage in question. So far, systems thinking and abstract thinking have each been characterised separately, but a possible relation between them has not yet been examined. The study described in the paper explored the interrelations between systems thinking and abstract thinking among high-school students executing their final project. In the study, which used quantitative and qualitative tools, participated 239 Israeli twelve graders majoring in electronics. The findings indicate a significant moderate positive correlation between systems thinking and abstract thinking. The systems thinker and the abstract thinker share common cognitive characteristics, but differ in features related to knowledge and background, and interpersonal skills. [ABSTRACT FROM AUTHOR]

The author proposes the inclusion of human aspects in university curricula on software engineering (SE). One of the reasons why human aspects are not integrated in SE is lack of general engineering education among computer science (CS) graduates. She also suggests qualitative research for human aspects of SE rather than quantitative one used as research method in SE. She urges the software industry to consider human aspects in SE.

This short paper focuses on an annual one-day conference that aims at exposing female high school students, who excel in mathematics, to the discipline of Electrical Engineering (EE). The findings presented in this short paper reinforce observations previously published at length in IEEE TRANSACTIONS ON EDUCATION. [ABSTRACT FROM AUTHOR]

This paper discusses the role of reduction in computer science and describes a study on undergraduate students' perception of the concept of reduction. Specifically, based on an analysis of students' answers to questions addressing different computer science topics, we present several findings regarding the ways in which undergraduate students conceive of and apply reduction. These findings can be interpreted within the framework of the tension that exists between the following two factors: The need to think in terms of high levels of abstraction, on one hand, and the fact that reduction introduces a new approach to be used in problem-solving situations, on the other. In addition the paper suggests several teaching applications. [ABSTRACT FROM AUTHOR]

The article presents new data from a real large-scale agile project to develop a business-critical enterprise information system for the Israeli Air Force. The authors describe the organization's successful practices and guidelines in four areas, test design and activity execution, working with professional testers, planning and defect management. It also describes how to effectively use professional testers and how to thoroughly acceptance-test a system that is too large and complex for a single customer to specify.