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Our studies examine meaningful learning experiences within a disciplinary context, specifically, the instruction and learning of physics. An underlying assumption that guides the work is that sensemaking and meaning making processes are derived from the nature, structure, norms and content of the discipline that is being learned, as well as the learner’s knowledge, emotional state, interest, and needs. In a meaningful learning process, emotion and cognition work in synergy, and the learner not only develops cognitively but also grows personally and emotionally.

The  work is situated in the intersection between STEM Education and the Learning Sciences. Research and curriculum design aim to unpack and facilitate deeply engaged, disciplinary-based sensemaking and reasoning in STEM learning, mainly physics, and in physics teacher education. We are particularly interested in how specific features of different forms of instruction (mentorship, tutoring, and classroom instruction), the nature of the explanations and the tasks the learners receive, and the characteristics of the social infrastructure of the learning environment, cultivate or inhibit these processes.

Postdocs and graduate students who are passionate about STEM education, have a solid background in physics and mathematics, and are interested in doing educational research in STEM, are warmly invited to apply.


Shulamit Kapon, Ph.D.

Assistant Professor, Faculty of Education in Science and TechnologyTechnion – Israel Institute of Technology. Technion City, Haifa 3200003, Israel

skapon@technion.ac.il, +972-4-829-3110 (office), +972-4-829-5634 (fax)

Shuly

I was a physics teacher for twelve years.  This experience constantly feeds into my research and academic teaching. I am convinced that physics and mathematics at the secondary school level as well as the introductory undergraduate level can be within the reach and interest of a larger pool of learners than they are today, and that research in physics and mathematics education can (and should) play a central role in achieving this goal.

Funding

Israel Science Foundation, European Commission, The Israeli Ministry of Education, The Trump foundation

Education

  • B.A., Physics, Cum Laude, Technion (1992)
  • Teaching certificate in physics, Technion (1995)
  • B.Sc., Physics, Technion (1999)
  • M.Sc., Science Teaching, Weizmann Institute of Science, Israel (2006)
  • Ph.D., Science Teaching, Weizmann Institute of Science (2009), Feinberg Graduate School Dean’s Prize

Postdoctoral studies

Marie Curie International Outgoing Fellowship for Career Development (2009-2012)

  • Department of Education in Mathematics, Science and Technology (EMST), Graduate School of Education, University of California Berkeley (2009 – 2011)
  • Department of Mathematics, Science and Technology Education, School of Education, Tel Aviv University (2011-2012).