Coordinator: Dean's Office
Ayush Gupta and Tathagata Sengupta
Monday and Thursday (11 AM to 1 PM)
Starting from August 23, 2021
Coordinator: Dr. Mashood K. K.
Shulamit Kapon, Technion – Israel Institute of Technology
940 5808 5713
The integration of engineering experiences into science education has been suggested as means to facilitate (1) meaningful use of content from different STEM disciplines, (2) learning experiences situated in authentic real-world problems, (3) learning driven by questioning, thoughtful investigations, and deep sensemaking, (4) generation of trustworthy scientific knowledge by students (i.e., inquiry-based learning), (5) opportunities to meaningfully collaborate with others and engage in teamwork. However, studies have also shown that while there is evidence for increased students’ interest and engagement, students often tend to engage in fulfilling the goals of the engineering design challenges, but only inconsistently engage with the related math and science content. I will discuss an ethnographic case study that followed a pair of high school students engaged in a long-term (15 month) open inquiry that formed a mandatory part of their formal learning of physics at the advanced high school level. The students’ project integrated physics and engineering. The students designed and built a working model of a solar panel that tracks and follows the sun’s movement and investigated its performances. Using fine-grained discourse analysis of mentor-mentee interactions in authentic working sessions, complemented by interviews and other ethnographic accounts, I will problematize the phenomena of “mixed success” in integrated STEM learning environments.
Shulamit (Shuly) Kapon is an Associate Professor at the Faculty of Education in Science and Technology at the Technion – Israel Institute of Technology She was trained as a physicist at the Technion (B.A. and M.Sc.), as a physics education researcher at the Weizmann Institute of Science (Ph.D.), and as a learning scientist at the University of California Berkeley (Postdoc). She was a high school physics teacher for twelve years, and being a teacher and a teacher-educator is a core component of her professional identity. At the Technion she leads the physics teacher education program. Her work encompasses research, curriculum development, and professional development for teachers. Her studies examine the interaction between instruction and learning in the disciplines (physics and mathematics) at school and in teacher education. She is particularly interested in the relationship between explanations and sensemaking, reasoning and conceptual change, engaging learners in authentic disciplinary-based practices, and the nature and cultivation of disciplinary-based habits of mind.