faculty member

• Educational effectiveness research
• Educational change
• Pedagogy (focus on developing high-order thinking skills)
• Designing innovative learning environments
• Teachers’ professional development 

Prof. 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 11^th and 12^th 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

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

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