Curriculum Vita

06/02/05

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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).
 

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