A
Anat Zohar
Researcher at Hebrew University of Jerusalem
Publications - 66
Citations - 5009
Anat Zohar is an academic researcher from Hebrew University of Jerusalem. The author has contributed to research in topics: Metacognition & Higher-order thinking. The author has an hindex of 30, co-authored 63 publications receiving 4511 citations. Previous affiliations of Anat Zohar include Technion – Israel Institute of Technology & Columbia University.
Papers
More filters
Journal ArticleDOI
Fostering students' knowledge and argumentation skills through dilemmas in human genetics
Anat Zohar,Flora Nemet +1 more
TL;DR: In this article, the authors examined the teaching of argumentation skills in the context of dilemmas in human genetics and found that students were able to transfer the reasoning abilities they were trained to use in the contexts of genetics to the context from everyday life.
Journal ArticleDOI
Higher Order Thinking Skills and Low-Achieving Students: Are They Mutually Exclusive?
Anat Zohar,Yehudit Judy Dori +1 more
TL;DR: In this article, the authors examined the effect of teaching and learning processes that are designed to foster higher-order thinking skills on low-achieving students' ability to deal with tasks that require higher order thinking skills and should thus be spared the frustration generated by such tasks.
Journal ArticleDOI
Teachers' beliefs about low-achieving students and higher order thinking
TL;DR: In this article, the authors express the belief that instruction of higher order thinking is not equally appropriate for all students and that low-achieving students who have difficulty with mastering even basic facts and skills, are unable to deal with tasks that require thinking.
Journal ArticleDOI
A review of research on metacognition in science education: current and future directions
Anat Zohar,Sarit Barzilai +1 more
TL;DR: This article conducted a systematic analysis of 178 studies published in peer-reviewed journals in the years 2000-2012 and indexed in the ERIC database and found that the field of metacognition in science education is in a state of growth and expansion, and that metacognitive is increasingly integrated into research addressing the core objectives of science education.