What is she best known for?
The fields of study she is best known for:
- Mathematics education
- Pedagogy
- Educational technology
Her main research concerns Mathematics education, Teaching method, Science education, Population and Chemistry.
Mathematics education is closely attributed to Environmental education in her work.
Many of her studies on Teaching method apply to Concept learning as well.
The various areas that Yehudit Judy Dori examines in her Science education study include Animation, Critical thinking and Higher-order thinking.
Her Chemistry research incorporates themes from Final examination and Human–computer interaction.
Her studies deal with areas such as Computer-Assisted Instruction and Educational technology as well as Learning environment.
Her most cited work include:
- How Does Technology-Enabled Active Learning Affect Undergraduate Students' Understanding of Electromagnetism Concepts? (355 citations)
- Higher Order Thinking Skills and Low-Achieving Students: Are They Mutually Exclusive? (323 citations)
- Question-posing capability as an alternative evaluation method: Analysis of an environmental case study (207 citations)
What are the main themes of her work throughout her whole career to date?
Yehudit Judy Dori spends much of her time researching Mathematics education, Science education, Chemistry, Teaching method and Chemistry education.
Her work in Mathematics education addresses subjects such as Curriculum, which are connected to disciplines such as Knowledge management.
Within one scientific family, Yehudit Judy Dori focuses on topics pertaining to Educational technology under Science education, and may sometimes address concerns connected to Engineering management.
Her Chemistry research includes elements of Variety, Final examination, Medical education and Transfer of training.
Her work in the fields of Teaching method, such as Cooperative learning, intersects with other areas such as Symbol, Population and Comprehension.
Her study in Chemistry education is interdisciplinary in nature, drawing from both Scientific literacy and Environmental education.
She most often published in these fields:
- Mathematics education (76.47%)
- Science education (52.94%)
- Chemistry (33.82%)
What were the highlights of her more recent work (between 2017-2021)?
- Mathematics education (76.47%)
- Engineering ethics (12.50%)
- Science education (52.94%)
In recent papers she was focusing on the following fields of study:
Her primary areas of study are Mathematics education, Engineering ethics, Science education, Chemistry education and Metacognition.
Her research integrates issues of Engineering education and Graduate students in her study of Mathematics education.
By researching both Science education and Context, Yehudit Judy Dori produces research that crosses academic boundaries.
Her Chemistry education research is included under the broader classification of Chemistry.
Her work deals with themes such as Future career, Educational technology, Social cognitive theory and Identity, which intersect with Chemistry.
Yehudit Judy Dori interconnects Community of practice, Curriculum and Set in the investigation of issues within Project-based learning.
Between 2017 and 2021, her most popular works were:
- Students’ Metacognition and Metacognitive Strategies in Science Education (11 citations)
- Cognition, Metacognition, and Culture in STEM Education (10 citations)
- Metacognition and Meta-assessment in Engineering Education (6 citations)
In her most recent research, the most cited papers focused on:
- Pedagogy
- Mathematics education
- Educational technology
Yehudit Judy Dori mainly focuses on Metacognition, Mathematics education, SWOT analysis, Science education and Cognitive psychology.
Her Metacognition studies intersect with other disciplines such as Team project, Engineering education, Summative assessment, Formative assessment and Peer assessment.
Yehudit Judy Dori integrates several fields in her works, including Mathematics education and Socratic method.
SWOT analysis combines with fields such as Engineering ethics, Face, Academic freedom, Bureaucracy and Professional norms in her research.
Her work on Science curriculum as part of general Science education research is often related to Construct and Context, thus linking different fields of science.
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