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faculty member

  • Dr. Irit Sasson
  • Senior Lecturer
  • Education
  • +972(0)546780082
  • [email protected]
    • Educational effectiveness research
    • Educational change
    • Pedagogy (focus on developing high-order thinking skills)
    • Designing innovative learning environments
    • Teachers’ professional development 
  • Dr. Irit Sasson is the Head of the Department of Education at Tel-Hai College and a researcher at the Educational R & D Unit at Shamir Research Institute. She received from the Faculty of Education in Science and Technology at the Technion- Israel Institute of Technology her B.Sc., M.Sc. and Ph.D. degrees in science education. Dr. Sasson's research interests include educational effectiveness research, educational change, pedagogy, and teachers’ professional development. Over the past ten years, Sasson's research has focused on the pedagogical assessment of innovative learning spaces with an emphasis on the characterization of pedagogical behaviors of teachers and students and the development of high-order thinking skills. Her academic publications in this context present innovative methodologies for pedagogical assessment.

  • Sasson's doctoral research dealt with the assessment of a new curriculum in chemistry for 11th and 12th grade students in the field of computerized laboratories. The scientific contribution of her research work lies in two main areas in the domain of evaluation in education: The development of methodologies for pedagogical assessment, and evaluation of programs and processes of change (reforms) in education.

    • Research seminar in education- Research issues in the design of educational spaces
    • Pedagogical principles of designing educational learning environments
    • Evaluation in Education: Theory and Practice
    • Technology and pedagogy
    • Thesis workshop
  • Year

    Grantor of award/fellowship

    2017

    Award for Excellence in Teaching – Tel-Hai College.

    2015

    Award for Excellence in Teaching – Tel-Hai College.

    2008

    Meyer Scholarship, Tel-Hai College.

    1. Herscovitz, O., Kaberman, Z., Sasson, I., & Dori, Y. (2003). Computerized laboratories and molecular models in chemistry. Alon Morei Hachemia Al Chemiya, 4, 30-37. In Hebrew
    2. Dori, Y. J., Sasson, I., Kaberman, Z. & Herscovitz, O. (2004). Integrating case-based computerized laboratories into high school chemistry. The Chemical Educator, 9, 4-8.
    3. Sasson, I., & Dori, Y. (2006). Fostering near and far transfer in the chemistry case-based laboratory environment. In G. Clarebout, & J. Elen (Eds.), Avoiding simplicity, confronting complexity: Advance in studying and designing powerful (computer-based) learning environments (pp. 275-286). Rotterdam, The Netherlands: Sense Publication.
    4. Dori, Y. J., & Sasson, I. (2008)[1]. Chemical understanding and graphing skills in an honors case-based computerized chemistry laboratory environment: The value of bidirectional visual and textual representations. Journal of Research in Science Teaching, 45, 219-250.
    5. Sasson, I., & Dori, Y.J. (2012). Transfer skills and their case-based assessment. In B. J. Fraser, K. G. Tobin, and C. J. McRobbie (Eds.), The Second International Handbook of Science Education (pp. 691-710). Dordrecht, The Netherlands: Springer-Verlag.
    6. Sasson, I., Greenbaum, E., & Govrin, A. (2012). Aging and information technology and communication (ICT): What affects attitudes towards computers? Gerontology, 39(3), 57-75. In Hebrew
    7. Sasson, I., & Cohen, D. (2013). Assessment for effective intervention: Enrichment science academic program. Journal of Science Education and Technology, 22(5), 718-728.
    8. Hen, M., & Sasson, I. (2013). Towards mutual understanding (TMU) – Religious and secular students in higher education. Journal of Educational and Social Research, 3(1), 151-162.
    9. Dori, Y.J., & Sasson, I. (2013). A three-attribute transfer skills framework – Part I: Establishing the model and its relation to chemical education. Chemistry Education Research and Practice – CERP, 14, 363-375.
    10. Sasson, I. (2013). Research-based teaching in science education: A regional innovative program. In N. Callaos, J. Horne, N. Lace, W. Lesso, & M. Siddique (Eds.), The 17th World Multi-Conference on Systemics, Cybernetics and Informatics – Proceedings book (pp. 253-256). Orlando, Florida, USA: International Institute of Informatics and Systemics.
    11. Sasson, I., & Kopietz, K. (2013). Social responsibility in science education: A multidimensional model for evaluating programs to reduce educational disparity in the periphery. In R. Lustig (Ed.), Towards an era of social responsibility: The evaluators, evaluees, and the public (pp. 185-200). Israel Association for Program Evaluation. In Hebrew
    12. Sasson, I., & Versano, C. (2013). Evaluation of the democratic school: The perspective of the graduates. Maof Uma’aseh, 15, 146-172. In Hebrew
    13. Sasson, I. (2014). The role of informal science centers in science education: attitudes, skills, and self-efficacy. Journal of Technology and Science Education, 4(3), 167-180.
    14. Sasson, I., & Dori, Y. (2015). A three-attribute transfer skills framework – Part II: Applying and assessing the model in science education. Chemistry Education Research and Practice – CERP, 16, 154-167.
    15. Cohen, D. & Sasson, I. (2016). Online quizzes in a virtual learning environment as a tool for formative assessment. Journal of Technology and Science Education, 6(3), 188-208.
    16. Sasson, I. (2017). What determines a school's success in science and technology education? Learning from success in the periphery. 'Mifgash' - For educational and social work, 44, 11-36. In Hebrew
    17. Sasson, I., Yehuda, I., & Malkinson, N. (2018). Fostering critical thinking and question-posing skill in an innovative learning environment. Thinking Skills and Creativity, 29, 203-212.
    18. Sasson, I. (2019). Participation in research apprenticeship program: Issues related to career choice in STEM. International Journal of Science and Mathematics Education, 17(3), 467-482.
    19. Sasson, I. (2019). Pedagogical characteristics of classroom learning tasks: A three-dimensional methodological framework. Pedagogy, Culture & Society, 27(2), 163-182.
    20. Sasson, I. (2019). Building a sustainable university-community partnership: Case study in science education. Studies in Higher Education, 44(12), 2318-2332.
    21. Sasson, I. & Kopietz, K. (2019). Implementation of an educational change in the organization – An evaluation model. Eyunim Beminhal Irgun Hahinuch', 36, 277-312. In Hebrew
    22. Sasson, I., Kalir, D., & Malkinson, N. (2020). The role of pedagogical practices in novice teachers' work. European Journal of Educational Research, 9(2), 457-469.
    23. Sasson, I. (2020). Becoming a scientist - Career choice characteristics. International Journal of Science and Mathematics Education, 19(3), 483-497.
    24. Miedijensky, S., & Sasson, I. )2020). Participatory action research as a way to innovate mathematics and science teaching, teachers' professional development perceptions and performances. Educational Action Research, 30(1), 39-60. DOI: https://doi.org/10.1080/09650792.2020.1802320
    25. Sasson, I., & Miedijensky, S. (2020). Fostering transfer skills in teacher training programs: The question of assessment. Professional Development in Education DOI: https://doi.org/10.1080/19415257.2020.1839783
    26. Miedijensky, S., Sasson, I., & Yehuda, I. (2021). Teachers’ learning communities for developing thinking skills - A case study of school pedagogical change. Interchange DOI: https://doi.org/10.1007/s10780-021-09423-7
    27. Sasson, I., Malkinson, N., & Tutia, O. (2021). Redesigning the learning space: The development of a sense of class cohesion. Learning Environments Research DOI: http://link.springer.com/article/10.1007/s10984-021-09356-z
    28. Sasson, I., & Malkinson, N. (2021). Co-teaching-based professional development: Self-efficacy, attitudes toward the profession, and pedagogical practices. Journal of University Teaching & Learning Practice, 18(6), 82-100. DOI: http://dx.doi.org/10.53761/1.18.6.07
    29. Sasson, I., Yehuda, I., Miedijensky, S., & Malkinson, N. (2021). Designing new learning environments: An innovative pedagogical perspective. The Curriculum Journal DOI: https://doi.org/10.1002/curj.125
    30. Sasson, I., Yehuda, I., & Miedijensky, S. (2021). Innovative learning spaces: Class management and universal design for learning. Learning Environments Research DOI: https://doi.org/10.1007/s10984-021-09393-8
    31. Sasson, I. (2021). A model for pedagogical characterization of innovative learning spaces: A tool for the professional development of educators. "Eyunim Bechinuch". In Hebrew
    32. Sasson, I., Grinstain, Y., Ayali, T., & Yehuda, I. (2022). Leading the school change: The relationships between organizational, personal, and pedagogical aspects. International Journal of Leadership in Education DOI: 10.1080/13603124.2022.2068187 

    Textbooks for the Ministry of Education

    1. Herscovitz, O., Kaberman, Z., Sasson, I., & Dori, Y. (2002). Computerized laboratories and molecular imagery in chemistry. The Faculty of Education in Science and Technology, The Technion Institute of Technology, Curriculum Division of the Ministry of Education. Holon, Israel: Yesod. (In Hebrew)
    2. Sasson, I., Stenger, R., Paskin, A., & Dori, Y. (2005). From nanochemistry to microelectronics. The Faculty of Education in Science and Technology, The Technion Institute of Technology, Curriculum Division of the Ministry of Education. Holon, Israel: Yesod. (In Hebrew)

    [1] Both authors contributed equally to this article

  • CV download
  • International Conferences:

    Subject of Lecture

    Place of Conference

    Name of Conference

    Date

    Integrating computerized experiments into chemistry teaching.

    Boston, MA, USA.

    The 224th American Chemical Society (ACS) National Meeting

    2002, August

    Assessing the effect of integrating case-based computerized laboratories into chemistry teaching.

    Philadelphia, PA, USA.

    The 2003 NARST Annual Meeting – the National Association for Research in Science Teaching Conference

    2003, March

    Case-based computerized experiments and their effect on visualization skills and chemistry understanding of high-school students.

    Padova, Italy.

     

    Junior Researchers (JURE), preconference of the European Association for Research on Learning and Instruction (EARLI)

    2003, August

    Chemistry students' comprehension of text and graphics in a case-based computerized laboratory learning environment.

    Dallas, USA.

     

    The 2005 NARST Annual Meeting – the National Association for Research in Science Teaching Conference

    2005, April

    Integrating assessment and instruction in effective learning environment.

    Nicosia, Cyprus.

    The European Association for Research on Learning and Instruction (EARLI)

    2005, August

    Fostering near and far transfer in the chemistry case-based laboratory environment.

    Leuven, Belgium.

     

    The European Association for Research on Learning and Instruction (EARLI)

    2006, June

    Technology in education: The application of pedagogical knowledge in higher education course

    Izmir, Turkey.

     

    The XIII. IOSTE - International Organization for Science and Technology Education conference

    2008, September

    The three dimensions of transfer.

    California, USA.

     

    The 2009 NARST Annual Meeting – the National Association for Research in Science Teaching Conference

    2009, April

    Increasing access to higher education: Evaluation of an educational project

    Amsterdam, Netherlands.

    The European Association for Research on Learning and Instruction (EARLI)

    2009, August

    Increasing access to higher education: Multicultural evaluation.

    Bled, Slovenia.

    The XIV. IOSTE - International Organization for Science and Technology Education conference

    2010, June

    Research-based teaching in science education: A regional innovative program.

    Orlando, Florida, USA.

    The 3rd International Symposium on Integrating Research, Education, and Problem Solving: Summer IREPS

    2013, July

    Designing formative assessment in physics course in higher education.

    Famagusta, Cyprus

    FISER'14, Frontiers in Mathematics and Science Education Research Conference

    2014, May

    Designing formative assessment in physics course in higher education.

    Leuven, Belgium.

    The European Association for Research on Learning and Instruction (EARLI)

    2014, August

    The role of informal science centers in science education: Attitudes, skills, and self-efficacy

    Leuven, Belgium

    The European Association for Research on Learning and Instruction (EARLI)

    2014, August

    Promoting science education: The question of the effectiveness of the preparatory program in higher education studies

    Limassol, Cyprus

    The European Association for Research on Learning and Instruction (EARLI)

    2015, August*

    Promoting science education: Developing life-long learning: The design of learning assignments in transfer skills

    Limassol, Cyprus

    The European Association for Research on Learning and Instruction (EARLI)

    2015, August*

    The assessment of best pedagogical practices: The use of direct systematic class observations

    Munich, Germany

    The European Association for Research on Learning and Instruction (EARLI) – SIG1

    2016, August*

    The question of the effectiveness of the pre-academic program: Evaluation study

    Munich, Germany

    The European Association for Research on Learning and Instruction (EARLI) – SIG1

    2016, August*

    School success in the field of science and technology education

    Oslo, Norway

    The European Association for Research on Learning and Instruction (EARLI) – SIG18 & 23

    2016, September*

    Fostering critical thinking and question-posing skill in an innovative learning environment

    Hämeenlinna, Finland 

    The European Association for Research on Learning and Instruction (EARLI)

    2017, November*

    Research apprenticeship program for high school students: Participants' characteristics and STEM career pathways

    Atlanta, USA

    The 2018 NARST Annual Meeting – the National Association for Research in Science Teaching Conference

    2018,

    March*

    New methodological framework in research on learning: The pedagogical quality of learning tasks

     

    University of Cambridge, England

    The European Association for Research on Learning and Instruction (EARLI)

    2018, August*

    The question of assessment of transfer skills among in-service educators

    University of Helsinki, Finland

    The European Association for Research on Learning and Instruction (EARLI)

    2018, August*

    Implementing pedagogical innovation: A multiple-case study approach

     

    Aachen, Germany

    The European Association for Research on Learning and Instruction (EARLI)

    2019, August*

    Implementation of an educational philosophy: A multiple-case study of an evaluation model

    Aachen, Germany

    The European Association for Research on Learning and Instruction (EARLI)

    2019, August*

    Participatory action research as a way to innovate mathematics and science teaching

     

    Aachen, Germany

    The European Association for Research on Learning and Instruction (EARLI)

    2019, August*

    Evidence informed practice: Critical thinking and question-posing skills in a PBL environment

     

    Aachen, Germany

    The European Association for Research on Learning and Instruction (EARLI)

    2019, August*

    The pedagogical characteristics of learning tasks in Mathematics and Sciences in primary schools

    Bologna, Italy

    European Science Education Research Association (ESERA)

    2019, August*

    Critical thinking disposition in science research apprenticeship program for high school students

    Bologna, Italy

    European Science Education Research Association (ESERA)

    2019, August*

    Implementing an Extended School Day Program at a Rural School: The Parents' Perspective

    Gdansk, Poland

    The Biennial Conference of European Research Network About Parents in Education (ERNAPE)

    2019,

    September*

    -

    Barcelona, Spain

    The 4th Innovative Learning Spaces Summit

    2019,

    September*

    The relationship between the learning environment and students' sense of social cohesion

     

    Virtual Conference (due to COVID 19 pandemic)

    The European Association for Research on Learning and Instruction (EARLI)

    2020,

    June*

    Computer-Supported Collaborative Learning (CSCL): Pedagogical design framework

     

    Virtual Conference (due to COVID 19 pandemic)

    The 2021 NARST Annual Meeting – the National Association for Research in Science Teaching Conference

    2021

    April*

    Innovative learning Spaces:

    Class management and Universal Design for Learning

     

    Virtual Conference (due to COVID 19 pandemic)

    International Association for Intercultural Education - IAIE

    2021, June*

    A Pedagogical design framework for Computer-Supported Collaborative Learning (CSCL) Environments

    Virtual Conference (due to COVID 19 pandemic)

    The Higher Education in the Post Corona (PC) Era

    2021, July*

    Pedagogical Assessment: Relationships between Space, Active Learning, and High-order Thinking Skills

    Virtual Conference (due to COVID 19 pandemic)

    The European Association for Research on Learning and Instruction (EARLI)

    2021, August*