1. Research Statement

Project-Based Learning (PBL)

Twelve years ago I initiated a new curriculum in robotics for high schools (Barak & Doppelt, 1999, 2000; Doppelt & Barak, 2002). My goal will be to continue this previous research initiative in order to enhance this implementation and achieve a meaningful coherent approach for assessing learning processes. Continuing this research, I developed a new curriculum for Electronics (Doppelt, 2003).

Learning Environment Research

Nine years ago I developed and led a three-year professional development implementing a new curriculum in middle schools. This intensive in-service teachers’ training has encouraged me to investigate how teachers implement new curricula, think about learning processes, and assess pupils’ learning (Doppelt & Barak, 2002; Doppelt, 2004; 2006; 2008).

Collaboration between Research and Field Practice

Three years ago when I focused my research interest on how design-based learning can use system-thinking framework to enhance learning and reach better achievements in the affective and cognitive domains (Doppelt, 2005).

System Thinking Approach for Curriculum Design

System thinking in Electronics is associated with higher order thinking skills. This approach aims at defining the curriculum in terms of learning environment, learning processes and teaching and assessment methods. Through this approach better engagement and achievement occur (Doppelt, Mehalik, Schunn & Krysinski, 2008).

Research with science teachers of seventy eighth-grade classes (Mehalik, Doppelt, & Schunn, 2008) strengthens my goals to continue researching and teaching on project-based learning environment (Doppelt, 2009).

2. Teaching Statement

My teaching philosophy comprises three aspects that apply to any course. The first is the teaching of principles instead of facts. The second is the active learning approach that engages students in doing instead of hearing what to do. The third is assessing processes and not final products. These aspects were tried and refined during my previous experience.

My teaching interests were focused in the past on leading in-service teachers’ training and preparing pre-teachers in the undergraduate level. (Doppelt, 2004; Doppelt, 2006). I have been teaching courses that engaged pre-service teachers in reflecting on science learning environment. In this course I used the web as a tool to share learning materials and tasks on site. The students were required to submit their assignment online and reflect on their colleagues work. This peer assessment was used in class discussion during the lecture (Doppelt & Khalil, 2009). 

In my teaching positions I succeeded in advancing the achievements of all learners by engaging them with project-based learning and driving them to develop their thinking skills through reflection on their learning processes (Barak & Doppelt, 1999; 2000).

I will be interested in teaching courses that relate to curriculum development, project-based learning and learning environment research. My previous experiences can contribute also to courses such as teaching, assessment and research methods.

During my previous positions I succeeded in leading the professional development of the teachers and students I worked with. I think that bridging the existing gap between researchers and practitioners has the dual advantage of improving education and research.

My future interests are in enhancing collaboration between teachers and researchers in development and implementation of new curricula and reaching a sustainable adoption rate of these curricula.