CURRICULUM VITAE
Sidney Strauss,
Ph.D.
Branco Weiss Professor of Research in Child Development and Education
School of Education, Tel Aviv University, Tel Aviv, Israel 69978
Home Address: Simtat Dalia 5, Ramat Hasharon, Israel 47242
Phone Numbers: (home) 03-5490562 (work) 03-6407108 (fax) 03-6407360
International Phones: +972 3 then dial the number without the area code
(03)
Date and place of birth: May 25, 1940 - USA
Marital Status: Married, 3 children
Date of arrival in Israel: July 1969
ZAHAL (Israeli) Military Service: July/August 1974.
Reserve duty 1974-1992
EDUCATION AND DEGREES:
Dates of Study: 6/1957-2/1962
University of Illinois, Urbana, Illinois
Subject: Liberal Arts and Sciences (Zoology Major)
Degree: Bachelors of Science (B. S.)
Date of Award: 2/1962
Dates of Study: 2/1962-8/1963
University of Illinois, Urbana, Illinois
Subject: Science Education
Degree: Master of Education (M.Ed.)
Date of Award: 8/1963
Dates of Study: 9/1964-6/1967
University of California, Berkeley
Subject: Science Education
Degree: Ph.D.
Date of Award: 6/1967
Title of Doctoral Dissertation: The role of cognitive conflict in
conservation inducement.
Names of Supervisors: Abraham Fischler, William A. Watts, Jonas Langer
FURTHER
STUDIES
Dates of
Study: 6/1967-6/1969
University of California, Berkeley
Subject: Developmental Psychology
Postdoctoral Fellow in the Psychology Department
ACADEMIC AND PROFESSIONAL EXPERIENCE
Period: Summer 1962
University of Illinois, Urbana
Department: Education (Elementary School Science Project)
Rank/function: Research Assistant under Prof. Gilbert Finlay
Period: 8/1963-6/1964
Hayward Unified School District, Hayward, California
Rank/Function: Seventh grade science teacher
Period: 6/1965-6/1967
University of California, Berkeley
Rank/Function: Research Assistant for the Science Curriculum
Improvement Study (SCIS) under Robert Karplus and Chester Lawson
Period: 6/1966-6/1967
University of California, Berkeley Extension
Division Rank/Function: Teacher in Science Education
Tel Aviv University
Departments: Education and Psychology
Period: 7/1969-7/1974
Rank/Function: Senior Teacher (Moreh Bachir)
Period: 7/1974-3/1978
Rank/Function: Senior Lecturer (Martzeh Bachir)
Period: 3/1978-1/1986
Rank/Function: Associate Professor (Professor Chaver)
Period: 1/1986-present
Rank/Function: Full Professor of Educational Psychology (Professor Min
Ha'Minyan)
Massachusetts Institute of Technology
Division for Study and Research in Education
Period:
7/1976-1/1977
Rank/Function: Visiting Assistant Professor
Period: 1/1977-1/1982
Visiting Associate Professor
Psychology Department
Period: 7/1982-7/1983
Rank/Function: Visiting Scientist
Other Universities
Period: 1974- 1975 Weizmann Institute, Feinberg Graduate School
Rank/Function: Senior Teacher (Moreh Bachir)
Period: Summers 1984-1987, 1989-1991, 1993-2002
Tufts University, Eliot-Pearson Graduate Department of Child Development;
Department of Education Rank/Function: Visiting Professor
Period: Fall Semester 1987 Bank Street College
Rank/Function: Visiting Professor
Period: Fall Semester 1987 Graduate Center, City University of New York
Rank/Function: Visiting Professor
Period: 1989 - 1994 Levinsky College, Tel Aviv, Israel
Rank/Function: Visiting Professor
ACADEMIC AND PROFESSIONAL AWARDS
6/1967 -
6/1969
University of California, Berkeley USA, United States Public Health
Service Postdoctoral Fellow (HD-153-03)
8/1984 - 8/ 1994
Acting Fellow of the Society for the Founding of Academia Rodin Remediatio.
This Academy's purpose is to bring together neurophysiologists,
developmental psychologists, and educators to work on the diagnosis and
treatment of dyslexia.
1997 - present
Incumbent of the Branco Weiss Chair for Research in Child Development and
Education
January 30 – March 1, 2003
Residency, Rockefeller Foundation’s Study and Conference Center, Bellagio,
Italy
ADMINISTRATIVE AND ACADEMIC POSITIONS
Tel Aviv University
6/1978-6/1981
Chairman, Department of Educational Sciences
Established a BA Program for Teaching the Hearing Impaired
6/1978-6/1990
Member, Promotions Committee, School of Education
8/1987-8/ 1991
Member, Helsinki Committee
8/1987-1993
Member, Promotions Committee
Faculty of Humanities
8/1988 - 8/1991
Head of the BA and MA Teaching Program on Guidance and Counseling,
School of Education
6/1990-1993
Member, University Research Authority Committee
6/1995 -
11/1999
Member (Alternate), University Promotions Committee
9/1997- 9/2000
Chairperson, Department of Child Development and Educational Perspectives
Established the Irving Harris MA Program for Educational Counseling in
Early Childhood
Established a BA Honors Program
Established a Teachers Certificate Program in Teaching Psychology (final
approval 2001)
Established an MA Program on Learning Disabilities (final approval due
2002)
Instituted a one-time 2-year program for preparing MA Arab students to
work as counselors
in the Arab educational system
11/1997 – 12/1999
Chairperson of a university-wide committee to “adopt” a high school of
Jaffa
12/1997 – 7/2002
Founder and Director, Center for the Advancement of Teaching
2001 - present
Director, Lieselotte Adler Laboratory for Research in Child Development
EDITORIAL POSITIONS
Book Series Lead Editor, Advances in Learning and Instruction Series.
Amsterdam: Elsevier. August 2001 – September 2002; Editorial Team
September 2002 - present.
Book
Series Editor - The Tel Aviv University Annual Workshop in Human
Development. Norwood (New Jersey): Ablex Publishing Corporation.
This book series is published on an annual basis. The first volume
appeared in 1986, and the series had 6 volumes: (1) Stage and
structure: Reopening the debate; Ontogeny, phylogeny, and
historical development; (2) Ontogeny, phylogeny, and historical
development; (3) Cognitive style and cognitive development; (4)
Culture, schooling, and psychological development; (5) Language
and cognition; and (6) Commonsense knowledge and schooling.
Editorial Board - Book Series: Educational Psychology. Series
Editor: Robert Sternberg. Erlbaum Press. December 1995 - present.
Editor -
Special issue of Educational Psychologist. The topic of the
special issue was Learning and Development. 1993.
Co-editor with Margalit Ziv – Special issue of Cognitive Development.
The topic was the Development of Teaching. 2004.
Editorial Board - Journal of Applied Developmental Psychology. 1990
- present.
Advisory Board - Substratum. 1992 - present. (A Spanish journal
on educational and developmental psychology).
Editorial Board - Didaskalia: Recherches sur la communication et
l'apprentissage des sciences et des techniques. 1994 - present. (A
French science and technology education journal)
Editorial Board - Human Development. 1988 – 1997; 2002 - present.
Editorial Board - Educational Researcher. 1998 – 2001.
Associate Editor, - British Journal of Educational Psychology. 1998
- 2000.
Editorial Board - Cuadernos de Psicologia. 1983 - 1990
(An educational psychology journal published in Colombia and distributed
throughout Latin America).
Editorial Board - Cahiers de Psychologie Cognitive. 1983 - 1986.
Editorial Board - (equivalent to Associate Editor for an American
journal). British Journal of Developmental Psychology. 1983 -
1988.
Editorial Board - Cognition: An International Journal of Cognitive
Psychology. 1972 - 1997
Ad Hoc Editorial Consulting:
American Journal of Physics (A physics education journal),
British Educational Research Journal, Cambridge Journal of Education,
Child Development, Cognition and Instruction, Current Anthropology,
Developmental Psychology, Higher Education, Instructional Science,
International Journal of Behavioural Development, International Journal of
Science Education, Journal of Experimental Child Psychology, Journal for
Research in Mathematics Education, Megamot: The Israeli Journal of
Behavioral Sciences, Pragmatics and Cognition, Psychologia (The
Israeli Psychological Association's Journal), Science In
Context, Teaching Education, Teaching and Teacher Education.
PROFESSIONAL COMMITTEES
Member – Ad Hoc Committee on Elections, International Society for the
Study of Behavioural Development, 1982
Member - Program Committee of the 8th Biennial Meeting of the
International Society of the Study of Behavioural Development, 1985
Member - Organizing Committee of the First International Conference on
Individual Differences, Tel Aviv, Israel, 1988
Co-Organizer of the Special Interest Group: Qualitative Studies of
Learning and Instruction. European Association of Research on Learning
and Instruction. September 1989- September 1991.
Member - Symposium and Paper Presentations Committee, European Association
of Research on Learning and Instruction Conference, Turku, Finland, 1991.
Member - Symposium and Paper Presentations Committee, American Educational
Research Association Conference, Division C, Chicago, 1991.
Member - Division C Awards Committee, American Educational Research
Association, 1991 - 1994.
Israeli National Correspondent for the European Association for Research
on Learning and Instruction. 1991 - 1997
Member - Symposium and Paper Presentations Committee, European
Association of Research on Learning and Instruction Conference, Athens,
Greece, 1997.
Member - Scientific Committee of the Fourth Annual International
Convention of the Teachers’ Union, Haifa, Israel 1998.
Chair - Scientific Committee of the conference “100 Years of Kindergartens
in Israel”, Jerusalem August 2000.
Member - Organizing Committee, biennial conference of the Israeli
Educational Research Association, to be held October 25-26, 2000.
SCIENTIFIC ADVISOR
Psychological consultant for the Tel Aviv University Elementary School
Science Project (MATAL), 1969 - 1972
Psychology Department, University of California, Berkeley, Summer 1970
Design Department, Bezalel School of Art and Design, Jerusalem, 1971 -
1976
Head, group of scientific consultants to the Israeli Educational
Television for the production of a series on science education for
children ages 7-10. 1979 - 1980
Conceptual Change Project, Susan Carey, Principal Investigator, Psychology
Department, Massachusetts Institute of Technology, July - August, 1980
Educational Technology Center, Harvard University, January 7, 1988
United
States - Israel Binational Science Foundation. Section on Developmental
and Cognitive Psychology. 1989 - 1997.
Israeli Educational Television. Series on science education for children
ages 13-15. 1991 - 1996.
Israel Foundations Trustees (Ford Foundation). Chairperson, Educational
and Developmental Psychology section for grant reviewing. 1991, 1994,
2002.
Chairperson, Scientific Committee of the Research Wing of the Education
Authority, The Jewish Agency. 1992 - 1994.
Early Childhood Committee, Tel Aviv Municipality, 1991 - 1993.
The Israel Science Foundation (Administered by the Israel Academy of
Sciences and Humanities), Member of the education section committee for
grant reviewing. 1993, 2001.
Chief Scientist's Office, Israeli Ministry of Education, Member, Research
Board. 1993 - 1997.
Chief Scientist's Office, Israeli Ministry of Education, Head, Section of
research on teachers. 1993 - 1997.
Advisory board member, Hadassah - Wizo - Canada Research Institute. 1993 -
present.
Committee Member, Council for Higher Education. The committee's task is
to recommend whether or not various teacher's training colleges should
confer a Bachelor of Education (B.Ed.) degree. 1993 - present.
Member, National Committee on Art Education, Ministry of Education, 1998 –
2000.
Member, United States - Israel Binational Science Foundation (North
Carolina Program). Section on Developmental, Cognitive Psychology, and
Education. 1998 - 1999.
Chairperson, Scientific Committee for the International Conference on 100
Years of Kindergartens in Israel. Organized by the Israeli Ministry of
Education. To be held 28-30 August 2000. Jerusalem.
Chairperson, Scientific advisory committee, Early childhood section of the
Israeli Ministry of Education. November 1999 - present.
Academic Advisor, B.Ed. Program for Early Childhood Teachers, Sachnin
College, May 2002 – present.
Academic Advisory Board, College of Technological Education, September
2003 – present.
BOARD OF GOVERNORS
Member, Lahav – Israel Holistic
Learning Center. 2000 - 2003
Member,
Levinsky College of
Education. June 2002 – present.
OTHER POSITIONS
Executive Committee Member, Tel Aviv University Elementary School Science
Project (MATAL), 1972 - 1976
Founding member and Executive Committee member, Israeli Society for Growth
and Development, 1979 - 1989.
Head of a study group on human potential. Jerusalem Van Leer Foundation,
September 1980 - September 1981. The group included members of the
following professions: biology (Professor Yadin Dudai), psychology
(Professor Arieh Kruglanski, Dr. Pinchas Noy and Professor Yitzchak
Schlessinger) and education (Professors David Feldman and Gavriel Salomon)
Founding member and head of the Tel Aviv University Unit of Human
Development and Education, 1980 - present
Executive Committee Member, Equal Opportunity Fund; An organization to
promote early childhood education research and development in Israel, 1986
- 1997.
NATIONAL COMMISSIONED COMMITTEES
1970 - 1972
National committee member for establishing national guidelines for
elementary school science education. The Minister of Education
established the committee.
1984 - 1986
National committee member for writing national guidelines for a two-year
project on education for democracy. The result was a report for the
Director General of the Ministry of Education who made this subject a
focus of educational efforts in the years 1985-1987.
1989 - 1993
National committee member for a junior high school program on thinking.
The project, which includes curriculum development and implementation,
teacher training and evaluation, was initiated by the Minister of
Education, the Director General of the Ministry of Education and the Chief
Scientist of the Ministry of Education. Its goal is to teach thinking
skills to junior high school children from the 7th to the 9th grades.
1993 - 1998
Chairperson of a national committee to establish Thinking as a school
subject. Appointed by the chairperson of the Pedagogical Secretariat of
the Ministry of Education.
INTERNATIONAL COMMISSIONED COMMITTEES
2000
Consultant for evaluating candidates for a faculty position in educational
psychology, University of Cyprus.
INTERNATIONAL COMMITTEES TO EVALUATE UNIVERSITY PROGRAMS, CENTERS,
ETC.
2003
Economic and Social Research Council, Evaluation of the Centre for
Research in Development, Instruction and Training (CREDIT) at Nottingham
University, UK
ACTIVE
PARTICIPATION IN SCIENTIFIC MEETINGS
1969: Rehovot Conference for Science Education (Rehovot, Israel).
1974: Israeli Psychological Association Convention (Jerusalem
Israel); Arad Conference on the Effects of the Environment on Cognitive
Functioning in Young Children (Arad, Israel). 1975:
Regressions in Mental Development: Basic Phenomena
and Theories (Saint Paul de Vence, France). 1976: International
Cross-Cultural Psychology Conference (Tilburg, Holland); Twentieth
International Congress of Psychology (Paris, France). 1978: My
research group was given a section unto ourselves to report six studies
Israeli Educational Research Association Annual Conference (Jerusalem,
Israel). 1979: (My research group was given a research report
section unto ourselves to report three studies) Society of Research in
Child Development Biennial Meeting (San Francisco, USA); Fifth
International Congress of the International Association for the Scientific
Study of Mental Deficiency (Jerusalem, Israel). 1980: International
Congress on Early Childhood Education (Tel Aviv, Israel); Israeli
Psychological Association Biennial Meeting (Tel Aviv, Israel). 1982:
First Annual Workshop on Human Development (Tel Aviv, Israel). 1983:
International Seminar on Children's Misconceptions in Science and
Mathematics, Cornell University (Ithaca, USA); Second Annual Workshop in
Human Development (Tel Aviv, Israel). 1984: International Workshop
on Jewish Education and Policy Making (Tel Aviv, Israel); Developmental
Division of the Israeli Psychological Association (Tel Aviv, Israel);
Center for Cognitive Studies (Jerusalem, Israel); Third Annual Workshop on
Human Development (Tel Aviv, Israel);
UNESCO
International Seminar "The Unity of Man: Neurophysiology Behavioural
Neurosciences and Cognitive Science" (Paris, France); First International
Conference on Excellence and Equality: Education for the '90's (Tel Aviv,
Israel). 1985: Israeli Psychological Association Convention (Ramat
Gan, Israel); International Society for the Study of Behavioral
Development Biennial Conference: Symposium and poster session (Tours,
France); Society for Research in Child Development Biennial Meeting:
Symposium and poster session (Toronto, Canada); Fourth Annual Workshop on
Human Development: Cognitive Style and Cognitive Development (Tel Aviv,
Israel). 1987: Israeli Psychological Association Annual Meeting
(Tel Aviv, Israel); American Educational Research Association: two invited
symposia (Washington, DC, USA); Society for Research in Child Development
(Baltimore, USA); Fifth Annual Workshop on Human Development: Society,
Schooling and Psychological Development (Tel Aviv, Israel); Second
International Conference on Misconceptions in Science and Mathematics,
Cornell University (Ithaca, USA). 1988: First International
Conference on Individual Differences (Tel Aviv, Israel); Sixth Annual
Workshop on Human Development: Implicit and Explicit Knowledge;
Educational Implications (Tel Aviv, Israel). 1989: Third European
Conference for Research on Learning and Instruction (Madrid, Spain);
Seventh Annual Workshop on Human Development: Development and Learning
Environments (Tel Aviv, Israel). 1990: American Educational
Research Association: two papers (Boston, USA); International Association
for the Study of Teacher's Thinking (Beersheva, Israel);
Cultural
Knowledge and Domain Specificity (Ann Arbor, USA). 1991: American
Educational Research Association (Chicago, USA); Fourth European
Conference for Research on Learning and Instruction (Turku, Finland);
Eighth Annual Workshop on Human Development: Social Development and Close
Relations (Tel Aviv, Israel). 1992:
The
Ontogenetic and Historical Development of the Mind. (Bad Homburg,
Germany). 1993: International Conference on Science Education in
Developing Countries (Jerusalem, Israel); Israeli Educational Research
Association (Haifa, Israel); Teachers' Cognition: Pedagogical Knowledge
(Tel Aviv, Israel); International Conference on Teacher Education: From
Practice to Theory (Tel Aviv, Israel); Fifth Conference of the European
Association of Research on Learning and Instruction (Aix-en Provence,
France). 1995: Israeli Educational Research Association (Jerusalem,
Israel); American Educational Research Association (San Francisco, USA);
Sixth European Association for Research on Learning and Instruction
Conference (Nijmegen, Holland). 1996: European Writing Conference
(Barcelona, Spain). 1997: Literacy, Theory and Practice (London,
UK); American Educational Research Association (Chicago, USA); Seventh
European Association for Research on Learning and Instruction Conference
(Athens, Greece). 1999: American Educational Research Association
(Montreal, Canada), Seventh European Association for Research on Learning
and Instruction Conference (Gothenburg, Sweden). 2000: Israeli
Educational Research Association (Tel Aviv). 2001: Eighth European
Association for Learning and Instruction Conference (Fribourg,
Switzerland); Cognitive Development Society (Virginia Beach, USA). 2003:
Society for Research in Child Development (Tampa, USA); Ninth European
Association for Research on Learning and Instruction Conference (Padua,
Italy); 2004: International Congress of Psychology (Beijing).
COLLOQUIA
1967: University of California (Riverside). 1969: Harvard
University. 1970: University of California (Berkeley).
1973: Laboratoire de Psychologie (Paris). 1974: Saint Paul de
Vence (France). 1975: University of California (Berkeley).
1976: Massachusetts Institute of Technology; Educational Testing
Service; Carnegie-Mellon University; Harvard University (Graduate School
of Education); Harvard University (Psychology Department). 1977:
Harvard University; University of Chicago. 1978: Massachusetts
Institute of Technology. 1980: Weizmann Institute (Neurobiology
Department); University of Kansas. 1982: Universidad Del Valle (Cali,
Colombia, South America). 1983: Graduate Center of the City
University of New York; Bank Street College; Massachusetts Institute of
Technology; Tufts University; University of California (Berkeley);
University of Delaware; Universidad Del Valle (Cali, Colombia, South
America). 1985: Medical Research Council, Cognitive Development
Unit (London); Leeds University, Centre for Studies in Science and
Mathematics Education (UK). 1986: University of Goteborg (Sweden);
University of Linkoping (Sweden). 1987: Tufts University; New
School of Social Research; Bank Street College; Teachers College (Columbia
University). 1989: Learning Research and Development Center
(University of Pittsburgh). 1990: Haifa University.
1992: University of Barcelona (Spain); Levinsky College (Israel).
1993: Hebrew University of Jerusalem; Weizmann Institute. 1994:
Hebrew University of Jerusalem. 1998: Central University of
Venezuela, Caracas (Venezuela); Simon Bolivar University, Caracas
(Venezuela); University of Dutch Antilles (Curacao); Bar Ilan – Argentina
Hebrew University, Buenos Aires (Argentina); Federal University of Rio
Grande do Sol, Porto Allegre (Brazil); University of Sao Paulo, Sao Paulo
(Brazil). 2001: Tufts University; Concord Consortium (Concord,
USA); Harvard University (Laboratory for Developmental Psychology); Hebrew
University of Jerusalem; University of Cyprus; University of Haifa
(Psychology Department). 2002: Technion- Israel Institute of
Technology (Haifa, Israel); University of Haifa (Faculty of Education);
Bar-Ilan University; Weizmann Institute; Tel Aviv University (Psychology
Department); Tel Aviv University (School of Education); Sachnin College.
2003: Brown University; Graduate Center, City University of New
York; Columbia University (Teachers College); New York University; 2004:
University of California at Berkeley; Unit of Cognitive Primatology and
Primate Center, Institute for Cognitive Sciences and Technologies -
National Research Council of Italy (Rome); University of London -
Institute of Cognitive Neurosciences; University of Cambridge (UK);
College of Technological Education (Tel Aviv).
INVITED PLENARY AND KEYNOTE ADDRESS SPEAKER:
1984: Jean Piaget Society Meeting, (Philadelphia, USA). 1988:
First International Conference on Individual Differences. (Tel Aviv,
Israel). 1990: International Association for the Study of Teacher's
Thinking. (Beersheva, Israel). 1991: Annual National Conference,
Ort: Network for Technological and Scientific Education. (Jerusalem,
Israel). 1992: Seventh Annual Meeting of Child Development
Institutes, (Ashkelon, Israel); International Workshop on Structural
Cognitive Modifiability and Mediated Learning. (Jerusalem, Israel).
1993: The Israeli Association for Early Childhood Education, (Tel
Aviv, Israel). 1999: The Seventh Hellenic Psychological Society
Annual Convention, (Nicosia, Cyprus); Infant Toddlers and Families in
Israel, (Bar Ilan University, Israel). 2000: University of Athens
Conference on Teacher Education (Athens, Greece); Israeli Educational
Research Association (Tel Aviv, Israel). 2001: Opening Gates in
Teacher Education (Tel Aviv, Israel). 2002: Developmental
Psychology, History, and Social Policy (Wellesley College, USA); Hungarian
National Academy of Sciences (Budapest, Hungary). 2003: Annual
Conference of UTELI - Israeli University Teachers of Academic Reading in
English (Tel Aviv)
Research and Travel Grants
1/1973 -
1/1974
Organizational Disequilibrium Training. Faculty of Humanities, Tel Aviv
University
11/1973 - 11/1975
Formal Operations and Stage Transition, Ford Foundation
1/1974 - 12/1975
Structural Aspects of Cognitive Development. School of Education, Tel
Aviv University
4/1974 - 4/1976
The Development of the Concept of Intensivity. Israeli Ministry of
Education, Awarded to S. Strauss, R. Stavy, N. Orpaz and G. Carmi
12/1977 - 6/1977
U-shaped Behavioral Growth and Education. Ford Foundation, Awarded to S.
Strauss and J. Schwartz
6/1977 - 6/1978
Perceptual Development of Blind Recovery Infants. Israeli National
Academy of Sciences. Awarded to S. Strauss and A. Goldblatt
4/1978 - 4/1980
U-shaped Behavioral Growth. Israeli Ministry of Education. Awarded to S.
Strauss, R. Stavy and N. Orpaz
10/1980 - 10/1981
Interactions in the Development of Physical and Mathematical Concepts.
Faculty of Humanities, Tel Aviv University
6/1985 - 6/1988
The Development of the Concepts of Temperature and Heat: Historical and
Ontogenetic Models. United States - Israel Binational Science
Foundation. Awarded to S. Strauss, S. Carey (MIT) and M. Wiser (Clark
University)
3/1987 - 3/1988
The Development of Children's Understanding of the Arithmetic Average.
Spencer Foundation Small Grants Award
10/1990 - 10/1992
The Development of and Training for Children's Understanding of Graphs.
Ford Foundation
8/1990 - 8/1994
Teachers' Pedagogical Knowledge: Research and Development for Teacher
Education. Israeli Ministry of Education
6/1993
Workshop on Teachers' Cognition of Pedagogical Knowledge. United States -
Israel Binational Science Foundation and the James S. McDonnell
Foundation. Awarded to S. Strauss and L. Shulman (Stanford University).
3/1993 - 1/1994
The Development of Israeli, American, and South African Children's
Concepts of People and Homeland. Research Wing of the Joint Authority of
the Jewish Agency.
8/1993 - 8/1996
Teachers' Mental Models of Children's Minds and Learning. United States -
Israel Binational Science Foundation. Awarded to S. Strauss and D.
Berliner (Arizona State University).
8/1996 - 8/1999
Teachers' Mental Models and Tacit Knowledge of Children's Learning.
United States - Israel Binational Science Foundation. Awarded to S.
Strauss and R. Sternberg (Yale University).
9/2002-9/2006
Teaching as a Natural Cognition and Theory of Mind. Israel Science
Foundation. Awarded to S. Strauss and M. Ziv.
8/2003-8/2004
Chinese Mothers and Children’s Teaching. Spencer Foundation Small Grants.
Awarded to S. Strauss and J. Li (Brown University).
7/2004-7/2005
Workshops on Teaching. McDonnell Foundation. Awarded to S. Strauss and D.
Povinelli (University of Louisiana)
12/1985
Two week travel grant to England. Granted by the British Council and the
Israeli National Council for Research and Development. The majority of
the time there I worked at the Medical Research Council's Cognitive
Development Unit. The trip also included visits to various research
centers in developmental psychology and science education.
10/1986
Two week travel grant to Sweden. Granted by the University of Goteborg's
Department of Education and Educational Research. The majority of the
time I lectured and consulted at the University of Goteborg's. I also
visited other laboratories in Sweden.
9/2000
Four-day scientific visit to Athens, Greece granted by the University of
Athens, to meet with Ph.D. students and to give a talk to teachers in a
professional development course.
11/2001
Two day visit to the University of Cyprus for
consultation on establishing a Center for the Advancement of Teaching.
MEMBERSHIP IN PROFESSIONAL SOCIETIES
1967 Society for Research in Child Development (USA)
1969 Israeli Educational Research Association
1978 International Society for the Study of Behavioural Development
1978 Israeli Society for Growth and Development (Israel)
1983 Jean Piaget Society (USA)
1983 American Educational Research Association (USA)
1984 Israeli Psychological Association (Israel)
1989 European Association of Research on Learning and Instruction
1990 International Association for the Study of Teachers' Thinking
EXTERNAL EVALUATOR FOR PROMOTION/TENURE
Bar-Ilan University (X6), Ben Gurion University of the Negev, Canadian
Institute for Advanced Research, Carnegie-Mellon University, Clark
University (X2), Haifa University, Hebrew University of Jerusalem (X2),
Massachusetts Institute of Technology (X2), Stanford University, Technion
- Israeli Institute of Technology (X4), Tufts University (X3), University
of Arizona, University of California at Berkeley (X3), University of
California at Los Angeles, University of Chicago, University of Illinois,
University of Massachusetts at Boston, University of Michigan, University
of Rochester, University of Southern California, University of Toronto,
University of Utah
EVALUATION FOR SPECIAL PROMOTIONS
University of California at Berkeley: University Professorship;
University of Rochester: Chair in Child Development; University of
Toronto (Ontario Institute for Studies in Education): University
Professorship
EXTERNAL DOCTORAL THESIS EXAMINER
Teachers College (Columbia University); Tufts University; University of
Toronto
PROPOSAL EVALUATOR
United States - Israel Binational Science Foundation (X5); Ford Foundation
(Israel); German - Israel Foundation (3X); National Academy of Sciences
and Humanities (Israel); The Pinhas Sapir Center for Development (Israel);
Natural Sciences and Engineering Council of Canada; Canadian Institute for
Advanced Research
POSTDOCTORAL STUDENTS SUPERVISED
Adee Matan
(September 1996 - March 1998).
DOCTORAL
STUDENTS SUPERVISED
Michelle Slone (Psychology): The development of logicomathematical
and physical concepts. 1987.
Pnina Frenkel (Education): A comparison of the concepts of heat and
temperature via three developmental models. 1987.
Miriam Mevorach (Education): Evaluating teachers' pedagogical
knowledge during instruction. 1994.
Gabriel Lieberman (Education): Transfer of reasoning among novice
and expert physicians and computer programmers (co-guided with Gabriel
Salomon). 1995.
Eva Brand (Education): Children's mental models of learning when
they learn a song. (with distinction). 1998.
Gila Zimet (Education): Art teachers’ in-action mental models of their
students’ learning. 2002.
Judy Steiner (Education): English teachers’ on-action mental models
of their pupils’ learning. 2002.
Niva Wallenstein (Education): Counselors’ mental models of their
pupils learning in two situations: teaching and guidance. 2003.
Gadi Rauner (Education): History teachers’ in-action mental models
of their pupils’ learning: The roles of empathy and values. 2003.
Ruth Hadas (Education): Home room teachers’ mental models of
children’s minds in homeroom lessons (Proposal accepted).
Noga Balaban
(Education): Teaching among right brain damaged individuals.
MASTERS DEGREE STUDENTS SUPERVISED
1974
Ilana Rimalt: Effects of organizational disequilibrium training on
structural elaboration. Published: Developmental Psychology, 1974,
10, 526-533.
Yosef Ilan: Length conservation and the speed concept:
Organizational disequilibrium training between concepts. Published:
Journal of Educational Psychology, 1975, 67, 470-477.
Gerri Cohen: Interactions between thought operations that underlie
rotation and perspective problems.
1975
Dov Liberman: The empirical violation of conservation laws and its
relations to structural elaboration. Published: Journal of
Experimental Child Psychology, 1974, 18, 464-479.
Peter Hess: Intuitive mental organizations for discontinuous
quantity based on a model of task complexity.
1976
Nurit Hadas: Number and types of element combinations and the
directed-ness of instructions as they affect solutions on the selection
task. Published: Journal of General Psychology, 1977, 97,
281-290.
Arieh Levy: The child's concept of ratio.
Chaim Reuven: A test of the validity of a learning hierarchy for
the conservation of equality and inequality of liquid quantities
1977
Yael Sharir: The influence of a curriculum unit on the development
of children's concept of life during peacetime and war.
Ziporah Aminoah: A test of a hierarchical model on the concept of
length conservation.
Ilana Fink: The development of the concept of length conservation
among children ages 6-8.
1978
Edna Levy: The development of the concept of ratio among children
ages 7-11.
Haggi Meged: The development of the concept of density among
children ages 6-16. (co-guided with Ruth Stavy).
Shmuel Yaffe: A comparison of the concept of ratio for two content
domains: temperature and sweetness of water. (co-guided with Ruth Stavy).
Talma Elazar: Relations between the concept of solutions and
temperature and the influence of training on these content domains.
1979
Baruch Berkowitz: An investigation on the influence of training
exercises on the development of children's understanding of temperature.
(co-guided with Ruth Stavy).
Miriam Halperin: The influence of training on Bedouin children's
understanding of the concept of temperature (In conjunction with the
University of Geneva).
1980
Livia Roth: The influence of conflict training on the development
of ratio comparisons among culturally disadvantaged children who were
conservers and nonconservers.
Michael Miller: The development of ratio comparisons among
culturally disadvantaged children for two content domains: Sweetness and
temperature of water.
1981
Rachel Mintz: The influence of training for the atomistic schema on
the development of the density concept among gifted and nongifted
children. Published: Journal of Applied Developmental Psychology,
1983, 4, 17-39. (co-guided with Tamar Globerson).
Ada Lipziger: The comparison of the development of intensivity for
three contents: sweet water, sugar water and water with syrup.
Yaakov Kateifa: The development of the qualitative and numerical
aspects of temperature.
1982
Talia Ephron-Wertheim: The influence of two methodologies on
children's thinking. Published: Structure and process: Development
psychology as looking in the mirror. I. Levin (Ed.), Stage and
structure: Reopening the debate (pp. 59-76). Norwood, NJ: Ablex, 1986.
Rivka Klein: The development of children's concept of hardness.
Published: Journal of Genetic Psychology, 1985, 146,
483-494.
Sigal Ironi Hoffman: The development of children's concept of
death. Published: Death Studies, 1985, 9, 469-482.
Efraim Bichler: The development of children's concept of the
arithmetic average. Published: Journal for Research in Mathematics
Education, 1988, 19, 64-80.
1987
Efraim Avraham: The development of children's concept of prayer.
Ariella Salinger: Analogy training and its effects on understanding
the property that the sum of the deviations from the mean is zero.
Nehemia Zarchovich: The development of children's concept of
homeland, nationality and nation.
Niva Matalon: An educational model based on the socio-historical
approach of L.S. Vygotsky.
Gavriel Lieberman: The role of proportional reasoning stages in the
solution of school ratio problems.
Niva Wallenstein: Historical models of heat and temperature as a
tool for assessing novice and expert knowledge about these concepts.
1992
Cindy Cohen: The development of children's concepts of biological
evolution.
Daniel Roth: Pragmatic aspects of autistic and normal children's
theories of mind.
Tamar Shilony: Novice and expert teachers' models of children's
learning and development and the role of teaching to engage those models.
Published: L. Hirschfeld and S. Gelman (Eds.), Mapping the mind:
Domain-specificity in cognition and culture (pp. 455-473). Cambridge,
UK: Cambridge University Press.
Amir Schneider: The development of children's abilities to read and
draw graphs.
1995
Yael Goverover: The development of children's motor skills.
Yael Avivi: Teachers' espoused mental models of forgetting.
1996
Hanna Celzer: Teachers' espoused mental models of young children's
understanding of the written word. (co-guided with Dorit Ravid).
Published: Strauss, S., Ravid, D., Zelcer, H., and Berliner, D. C.
(1999). Teachers' subject matter knowledge and their belief systems
about children's learning. In T. Nunes (Ed.), Learning to read: An
integrated view from research and practice (pp. 259-282). London:
Kluwer.
Hagit Rosenberg: Non-teachers' espoused mental models of children's
minds and learning.
1997
Nicole Magen: The roles of levels of subject matter knowledge for
teachers' espoused mental
models of children's minds and learning. (co-guided with Dorit Ravid).
Published: Strauss, S.,
Ravid, D., Magen, N., and Berliner, D. (1998). Relations between
teachers' subject matter
knowledge, teaching experience and their mental models of children's minds
and learning.
Teaching and Teacher Education, 14, 579-595.
Claudia Polansky: Teachers’ espoused mental models of
children's reading comprehension.
(co-guided with David Hanauer).
Bernice Greenberg: Kindergarten teachers' in-action mental models
under two teaching conditions: Direct transmission and serendipity.
Tali Litman: Effective and non-effective teachers' in-action mental
models of children's minds and learning.
1999
Martine Vermus: Levels of teachers’ reflectivity: Developing a
reflectometer.
Orly Haim: High and low subject matter knowledge English teachers'
in-action mental models of children's learning: The case of wh
elements. (co-guided with Dorit Ravid). Published: Haim, O.,
Strauss, S., & Ravid, D. (2004). Relations between EFL teachers’ formal
knowledge of grammar and their in-action mental models of children’s minds
and learning. Teaching and Teacher Education, 20,
Michelle Fromm: Mental models of children's learning found among
music teachers who use the Suzuki method.
2000
Michal Avivi: Teachers’ and children's use of metaphors as
indicators of their understanding of learning. (co-guided with Prof. S.
Shen).
2001
Michal Perry-Merlender: Teachers’ mental models of attention.
2002
Orit Erez: Neurological-vestibular signs in children with general
anxiety disorder: Is physical treatment relevant for amelioration of
anxiety symptom? (co-guided with Matetyahu Mintz and Shmuel Tyano)
Yehudit Shkolnishky: Young children’s mental models of their
learning.
Ronit Savir: Young children’s mental models of instruction.
Adi Stein: Basic components in teaching as determined by teaching
among toddlers (co-guided with Margalit Ziv). Appeared in Strauss, S., Ziv,
M., & Stein, A. (2002). Teaching as a natural cognition and its relations
to preschoolers’ developing theory of mind. Cognitive Development, 17,
1473-1487.
Sarit Friedman: The development of mathematical concepts in early
childhood (co-guided with Miriam Mevorach).
2003
Ayelet Porat Solomon: Young children’s cognitive strategies when
teaching and playing a game (co-guided with Margalit Ziv).
Yehudit Conforti: Young children’s understandings of learning.
(co-guided with Miriam Mevorach)
2004
Vivienne Terkel-Gat: Low socioeconomic children’s understandings of
emotions and false beliefs. (co-guided with Margalit Ziv) (Proposal
submitted)
In Progress
Anna Gavrilov: Teaching among individuals with Pragmatic Specific
Language Impairment. (co-guided with Naama Friedmann and Margalit Ziv)
Noah Mor: Preschoolers change their teaching to fit the ages of
pupils (co-guided with Margalit Ziv)
Lina Boulus: Theory of mind and children’s stories (co-guided with
Margalit Ziv)
LIST OF
PUBLICATIONS
SIDNEY STRAUSS
Strauss,
S. (1969). Psychological foundations of science education. In Junior
science conference report (pp. 82-88). Jerusalem: Gvill Press.
Strauss, S., & Langer, J. (1970). Operational thought inducement.
Child Development, 41, 163-175.
Strauss, S. (1972). Learning and developmental theories of Gagne and
Piaget: Implications for theories of curriculum development. Teachers
College Record, 74, 81-102. Also in Avio, 1972 (an
Italian professional educational journal)
Langer, J., & Strauss, S. (1972). Appearance, reality and identity.
Cognition, 1, 105-128.
Strauss, S. (1972). Inducing cognitive development and learning: A
review of short-term training experiments I. The organismic-developmental
approach. Cognition, 1, 329-357.
Raviv, S., Sharan, S., & Strauss, S. (1973). Intellectual development of
deaf children in different educational environments. Journal of
Communication Disorders, 6, 29-36
Strauss, S., & Rimalt, I. (1974). Effects of organizational
disequilibrium training on structural elaboration. Developmental
Psychology, 10, 526-533.
Strauss, S., & Liberman, D. (1974). The empirical violation of
conservation laws and its relation to structural elaboration. Journal
of Experimental Child Psychology, 18, 464-479.
Strauss, S. (1975). A reply to Brainerd. Cognition, 3,
155-185.
Oppenheimer, L., & Strauss, S. (1975). Filiation of operational
structures and imagery. Journal of Genetic Psychology, 127,
179-190.
Strauss, S., & Ilan, J. (1975). Length conservation and the speed
concept: Organizational disequilibrium training between concepts.
Journal of Educational Psychology, 67, 470-477.
Strauss, S., & Kroy, M. (1977). Formal operations stage: The child as
logician or methodologist? Human Development, 20, 102-117.
Strauss, S., Danziger, Y., & Ramati, T. (1977). University students'
understanding of nonconservation: Implications for structural reversion.
Developmental Psychology, 13, 359-363.
Strauss, S., & Hadas, N. (1977). Number and types of element
combinations and the directedness of instructions as they affect solutions
on the selection task. Journal of General Psychology, 97,
281-290.
Strauss, S., Ankori, M., Orpaz, N., & Stavy, R. (1977). Schooling
effects on proportional reasoning. In Y. H. Poortinga (Ed.),
Fundamental issues in cross-cultural psychology (pp. 128-137).
Amsterdam: Swets and Zeitlinger.
Strauss, S., & Stein, D. (1978). U-shaped curves in language acquisition
and the learning of physical concepts. Die Neueren Sprachen, 3,
326-340.
Strauss, S., Stavy, R., & Orpaz, N. (1979). The development of the
concept of ratios: Educational implications. Chavat Da'at, 11,
5-23. (in Hebrew).
Goldblatt, A., Strauss, S., & Hess, P. (1980). A replication and
extension of findings about the development of visual acuity in infants.
Infant Behavior and Development, 3, 179-182.
Strauss, S. (1980). U-shaped behavioral growth, common sense and
scientific knowledge, and science education. In P. Tamir (Ed.),
Science education and curriculum implementation (pp. 97-99).
Jerusalem: Hebrew University Press.
Stavy, R., Strauss, S., & Berkowitz, B. (1980). The role of basic
research in the implementation of science curricula in the elementary
school. In P. Tamir (Ed.), Science education and curriculum
implementation (pp. 99-101). Jerusalem: Hebrew University Press.
Strauss, S. (1981). Cognitive development in school and out.
Cognition, 10, 295-300.
Strauss, S., & Levin, I. (1981). Commentary on R. S. Siegler's paper.
Monographs of the Society for Research in Child Development, 46,
75-80.
Strauss, S. (with R. Stavy). (Ed.). (1982). U-shaped behavioral
growth. New York: Academic Press.
Strauss, S. (1982). Ancestral and descendant behaviors: The case of
U-shaped behavioral growth. In T. G. Bever (Ed.), Regressions in
mental development: Basic phenomena and theories (pp. 191-220).
Hillsdale: Erlbaum.
Strauss, S. (1982). A review of Hans G. Furth's book: "Piaget and
knowledge: Theoretical foundations" (second edition), Contemporary
Psychology, 10, 789-790.
Stavy, R., Strauss, S., Orpaz, N., & Carmi, G. (1982). U-shaped
behavioral growth in ratio comparisons. In S. Strauss (Ed.), U-shaped
behavioral growth (pp. 11-39). New York: Academic Press.
Strauss, S., & Stavy, R. (1982). U-shaped behavioral growth:
Implications for theories of development. In W. W. Hartup (Ed.),
Review of child development research (Vol. 6) (pp. 547-599). Chicago:
University of Chicago Press.
Strauss, S. (1983). Investigaciones en psicologia cognitiva aplicada al
diseno curricular. In M. E. Colmenares, A. C. Delgado and R. Puche
(Eds.). Cognicion y desarrollo: Investigaciones Postpiagetianas
(pp. 195-233). Cali: Cleps Press.
Strauss, S., Globerson, T., & Mintz, R. (1983). The influence of
training for the atomistic schema on the development of the density
concept among gifted and nongifted children. Journal of Applied
Developmental Psychology, 4, 17-39.
Strauss, S., & Klein, R. (1985). The development of children's concepts
of hardness. Journal of Genetic Psychology, 146, 483-494.
Hoffman, S., & Strauss, S. (1985). The development of children's
concepts of death. Death Studies, 9, 469-482.
Strauss, S., & Ephron-Wertheim, T. (1986). Structure and process:
Developmental psychology as looking in the mirror. In I. Levin (Ed.),
Stage and structure: Reopening the debate (pp. 59-76). Norwood: Ablex.
Strauss, S. (1986). Three sources of differences between educational and
developmental psychology. Instructional Science, 15,
275-286. Translated with permission to Italian, appeared in Scuola e
Citta, 1987 (1), 24-30; Translated with permission to Spanish,
appeared in Cuadernos de Psychologie.
Strauss, S. (1987). Educational-developmental psychology: Some case
studies. In L. Liben (Ed.), Development and learning: Conflict or
convergence? (pp. 133-157). Hillsdale: Erlbaum.
Strauss, S. (Ed.) (1988). Ontogeny, phylogeny and historical
development. Norwood: Ablex. (With an introduction by S. Strauss).
Strauss, S., & Bichler, E. (1988). The development of children's
concepts of the arithmetic average. Journal for Research in
Mathematics Education, 19, 64-80.
Strauss, S. (1988). A review of F. D. Horowitz, "Exploring developmental
theories: Toward a structural/behavioral model of development". Human
Development, 31, 185-187.
Strauss, S. (1989). Comments on Halford's review. Human Development,
32, 379-382.
Strauss, S. (1990). A middle level developmental model of instruction.
Archives de Psychologie, 58, 137-144.
Strauss, S. (1991). U-shaped behavioral growth and curriculum
development. In T. Hussen and T. N. Postlethwaite (Eds.),
International encyclopedia of education: Research on studies. Oxford,
UK: Pergamon.
Strauss, S. (1991). Towards a developmental model of instruction. In L.
Tolchinsky- Landsmann (Ed.), Society, psychological development, and
education (pp. 112-135). Norwood, NJ: Ablex.
Strauss, S. (1993). Theories of learning and development for academics
and educators. Educational Psychologist, 28, 191-203.
Strauss, S. (1993). Teachers' pedagogical content knowledge about
children's minds and learning: Implications for teacher education.
Educational Psychologist, 28, 279-290.
Strauss, S., & Shilony, T. (1994). Teachers' models of children's minds
and learning. In L. Hirschfeld and S. Gelman (Eds.), Mapping the mind:
Domain-specificity in cognition and culture (pp. 455-473).
Cambridge, UK: Cambridge University Press.
Strauss, S. (1994). The inclusion of history in cognitive developmental
theory. In S. Dux (Ed.), The ontogenetic and historical development of
mind (pp. 323-335). Berlin: Suhrkamp Verlag.
Strauss, S. (1996). Confessions of a born-again structuralist.
Educational Psychologist, 31, 15-21.
Strauss, S. (1997). Cognitive development and science education: Towards
a middle level model. In W. Damon (Series Ed.) and I. E. Sigel and K. A.
Renninger (Vol. Eds.), Handbook of child psychology: Vol. 4. Child
psychology in practice (5th ed., pp. 357-399). New York: Wiley.
Strauss, S. (1998). A review of Usha Goswami's Analogical reasoning in
children. Journal of Pragmatics, 29, 639-646.
Strauss, S., Ravid, D., Magen, N., & Berliner, D. C. (1998). Relations
between teachers' subject matter knowledge, teaching experience and their
mental models of children's minds and learning. Teaching and Teacher
Education, 14, 579-595.
Matan, A., & Strauss, S. (1998). Relations between innate endowments,
cognitive development, domain specificity, and a taxonomy creator.
Behavioral and Brain Science, 21, 584.
Strauss, S., Ravid, D., Zelcer, H., & Berliner, D. C. (1999).
Teachers' subject matter knowledge and their belief systems about
children's learning. In T. Nunes (Ed.), Learning to read: An
integrated view from research and practice (pp. 259-282). London:
Kluwer.
Strauss, S. (2000).
Theories of cognitive development and their implications for curriculum
development and teaching.
In B. Moon, M. Ben-Peretz,
and S. Brown (Eds.), Routledge international companion to
education (pp. 33-50). London: Routledge.
Strauss, S. (2001). Folk psychology, folk pedagogy and their relations to
subject matter knowledge. In B. Torff and R. S. Sternberg (Eds.),
Understanding and teaching the intuitive mind (pp. 217-242). Mahwah,
NJ: Erlbaum.
Strauss, S., & Ziv, M. (2001). Children’s request teaching when asking for
names of objects. Behavioral and Brain Science,
24,
1118-1119.
Strauss, S., Ziv, M., & Stein, A. (2002). Teaching as a natural cognition
and its relations to preschoolers’ developing theory of mind. Cognitive
Development, 17, 1473-1487.
Sayag, T., & Strauss, S. (2004). Teaching and artificial life. In D. Ravid
and H. Bat-Zeev Shyldkrot (Eds.), Perspectives on language and language
development: Essays in honor of Ruth A. Berman (pp. 161-173).
Dodrecht, Holland: Kluwer.
Strauss, S., & Ziv, M. (Guest
Eds.). (2004). The development of children's teaching.Cognitive
Development.
Strauss, S., & Ziv, M. (2004).
Teaching.
Introduction to a special issue of Cognitive Development, 19,
Haim, O., Strauss, S., & Ravid,
D. (2004). Relations between EFL teachers’ formal knowledge of grammar and
their in-action mental models of children’s minds and learning.
Teaching and Teacher Education,
20,
Strauss, S. (in press a). Teaching as a natural cognition: Implications
for ways to think about educational research on teaching.
Magyar Pedagogia,
102, (Hungarian Journal of Educational Research) (translated into Hungarian).
Strauss, S. (in press b). Teaching as a natural cognitive ability:
Implications for classroom practice and teacher education. In D. Pillemer
and S. White (Eds.),
Developmental psychology and social change.
New York: Cambridge University Press.
Ziv, M., Strauss, S., &
Stein, A. (under revision). Preschoolers' teaching and their developing
theory of mind.
Social Development
Grigorenko, E. L.,
Sternberg, R. J., & Strauss, S. (submitted). Tacit knowledge as a
predictor of rated elementary-school teacher effectiveness in the United
States and Israel. Contemporary Educational Psychology
Sternberg, R. J., Grigorenko, E. L., & Strauss, S. (submitted). Tacit
knowledge: A new way of assessing accountability. Educational
Leadership
OTHER PUBLICATIONS
Films
Thinking, Development and Learning. (1973). A 1/2 hour film on
Piaget's theory about conservation and intellectual development. Produced
by Israeli Educational Television. (In Hebrew).
Intelligence and its Development. (1975). A one hour film from a
five hour program for general viewing on Italian television on the concept
of intelligence. I was one of five international scientists invited by
Radio-Televisione Italiana to present his area of specialization. (In
Italian).
Brain and Behavior. (1981). A 1/2 hour program for general viewing on
Israeli Educational Television. (In Hebrew).
Intelligence. (1981). A 1/2 hour program for general viewing on
Israeli Educational Television. (In Hebrew).
Science: Solved For The Moment. (1991-1996). Series, produced by
the Israeli Educational Television, on science education for children ages
13-15. A total of six-½ hour program were developed for viewing in
conjunction with the science curriculum for junior high school. The
program showed the history of scientific ideas, and scientists from
different eras, who argued with each other about their ideas. In addition,
children were exposed to their own misconceptions that have historical
precedents. Finally, the series showed science and laboratory work as a
human endeavor, with its triumphs and failures. I was the person who
developed the concept behind the program, and was a script editor with an
eye towards how children would understand the text and the ideas being
presented. One of the programs won first place in an international
competition for science education films. (In Hebrew).