Judith Gal-ezer - Academia.edu (original) (raw)

Papers by Judith Gal-ezer

... Ela Zur, Tel Aviv University, 2001, Prof. G. Zwas. Michal Armoni, Tel Aviv University, 2003, ... more ... Ela Zur, Tel Aviv University, 2001, Prof. G. Zwas. Michal Armoni, Tel Aviv University, 2003, Prof. D. Tirosh. Daphna Shahak, Tel Aviv University, in progress, Dr. D. Ginat. ... Nissim Shaked, The Open University (Final Paper), 2009, Yuval Carmel, The Open University (Final Paper), 2008 ...

SIGCSE bulletin, Jun 27, 2005

This paper describes research on the perception of undergraduate students of the concept of reduc... more This paper describes research on the perception of undergraduate students of the concept of reduction. Specifically, based on an analysis of students' answers to questions addressing different CS topics, we present several findings regarding the ways in which undergraduate students conceive of and apply reduction. In addition to the research description and results, the paper discusses the role of reduction in CS and suggests several teaching applications.

ACM Inroads, Feb 21, 2023

Geophysical Journal International, Jun 1, 1981

Bulletin of the Seismological Society of America, Feb 1, 1978

abstract The vertical and horizontal displacements of a solid made up of one layer over a half-sp... more abstract The vertical and horizontal displacements of a solid made up of one layer over a half-space, due to the presence of a vertical point-force acting beneath or at the free surface are calculated using a synthetic generalized ray expansion. Each term in the expansion represents a group of rays reflected the same number of times as P and S. The time dependence of the applied force at the source is a triangular function. Seismograms corresponding to the source term and for a half-space are also shown. The behavior of the displacements is determined by the S-wave part of the motion. Some rays are clearly distinguishable, like the direct P or some of those following a totally reflected ray of the same type, like SP or SSP (denoted S2P). Also very prominent are the rays of type Sn arriving after diffracted ones at the free surface. It turns out, however, that the appearance of many portions of the seismograms is the result of the superposition of several generalized rays, contributing not only at their arrival but also later, at subsequent times. The amplitude ratio of the P and S arrivals is shown to be related to the time dependence of the source: S appears to have a larger amplitude than P for short-duration sources.

Computer Science Education, Mar 1, 2008

Computer science is possibly one of the few remaining disciplines almost entirely dominated by me... more Computer science is possibly one of the few remaining disciplines almost entirely dominated by men, especially university staff and in the hi-tech industries. This phenomenon prevails throughout the western world; in Israel it starts in high school, where only 30% of students who choose to take computer science as an elective are women, and continues in university and college, where

ACM Transactions on Computing Education, Jun 1, 2014

This article tells a story of K-12 computer science in two different countries. These two countri... more This article tells a story of K-12 computer science in two different countries. These two countries differ profoundly in culture, language, government and state structure, and in their education systems. Despite these differences, however, they share the pursuit of excellence and high standards in K-12 education. In Israel, curriculum is determined at the national level. The high-school computer science curriculum has been in place for more than 20 years and is offered in all schools as an elective similar to biology, chemistry, and physics. The picture in the United States is more complex and therefore less amenable to generalization. Because educational policy is set at the state and sometimes even at the school district level, access to computer science courses and the content of those courses can vary even for schools within the same district. This article will describe the development of the curricula/standards in both countries and the current situation, focusing on common issues and challenges in areas such as equity and teacher training.

Computers & mathematics with applications, 1990

This article discusses the mathematical-educational potential of a computational laboratory at th... more This article discusses the mathematical-educational potential of a computational laboratory at the pre-calculus and co-calculus levels. The laboratory envisaged is based on a set of microcomputers, whose use plays a central role in the teaching process, with particular emphasis on algorithmization. A new role for the mathematics teacher and professor is layed out, augmenting the "chalk and talk" methods by active participation as a laboratory instructor. Following a brief description of the integration of such a laboratory into the mathematical education, seven appropriate subjects are discussed, including some new relevant elementary proofs and worked out examples. Emphasis is placed upon the mathematicaleducational byproducts (such as error bounds, ill-conditioning, complexity, rate of convergence, etc.) accompanying the implementation of these seven modules. Special attention is given to the removal of "black box" procedures and to the construction of "numerical methods that work". Extensions and generalizations to more advanced topics are indicated, especially where the results in our modules may serve as points of departure in that direction. The following points will serve to bring out the educational potential of the mathematical laboratory: Concretization of abstract ideas Abstract mathematical concepts may be made concrete and thus are likely to be vividly grasped and understood. The limit concept, for example, is a case in point. Furthermore, the computational approach leads to an interplay between theoretical and numerical ideas which undoubtedly improves the teaching process. Creativity coupled with delightful learning In the laboratory, a higher percentage of the students will be active (at their own pace) than under traditional learning circumstances. Creativity is stimulated through the fun-filled, gratifying tDedicated to Eugene Isaacson on his 70th birthday. :~Presently at The Open University of Israel.

ABSTRACT In this paper we suggest introducing undecidability to students in relatively early stag... more ABSTRACT In this paper we suggest introducing undecidability to students in relatively early stages of their studies, in a way we used succefully in recent semesters.

SIGCSE bulletin, Jul 26, 2012

The 17th Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE 201... more The 17th Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE 2012) took place in Haifa, Israel on June 3-5. ITiCSE 2012 was among the official Centenary events of the Alan Turing Year and all three keynotes were related to the Turing Centenary.

Bulletin of the Seismological Society of America, Dec 1, 1979

abstract The time-dependent solution for a multipolar source in a structure consisting of a homog... more abstract The time-dependent solution for a multipolar source in a structure consisting of a homogeneous layer over a homogeneous half-space is obtained as a sum of generalized rays. Numerical seismograms are calculated for a horizontal strikeslip and a horizontal dip-slip for a point-source, a finite line-source, and a finite two-dimensional source in the form of a rectangle. For comparison, the displacements in a homogeneous space and half-space are also calculated. The seismograms for finite sources are similar to those for a point-source but show less conspicuous phases, the arriving pulses being wider and less sharp.

Informatics in education, Aug 31, 2022

In a previous publication we examined the connections between high-school computer science (CS) a... more In a previous publication we examined the connections between high-school computer science (CS) and computing higher education. The results were promising-students who were exposed to computing in high school were more likely to take one of the computing disciplines. However, these correlations were not necessarily causal. Possibly those students who took CS courses, and especially high-level CS courses in high school, were already a priori inclined to pursue computing education. This uncertainty led us to pursue the current research. We aimed at finding those factors that induced students to choose CS at high school and later at higher-education institutes. We present quantitative findings obtained from analyzing freshmen computing students' responses to a designated questionnaire. The findings show that not only did high-school CS studies have a major impact on students' choice whether to study computing in higher education-it may have also improved their view of the discipline.

Proceedings of the 2020 ACM Conference on Innovation and Technology in Computer Science Education

In today's world, students have to analyze and solve problems creatively, collaborate with te... more In today's world, students have to analyze and solve problems creatively, collaborate with teammates, communicate clearly, adapt rapidly to new technologies, and deal with a flood of information. This forces education systems to adopt new teaching methods and tools. Many are already adopting the required changes, but there is still a long way to go. In 2017, researchers at the Weizmann Institute of Science, together with the Center for Educational Technologies (CET), joined forces to address this challenge and created Plethora, an online game-like environment, which helps improve complex problem-solving through algorithmic thinking skills. The authors are part of this endeavor and its implementation.

Informatics for All is an initiative devised jointly by ACM Europe and Informatics Europe. Its pu... more Informatics for All is an initiative devised jointly by ACM Europe and Informatics Europe. Its purpose is to give due recognition to Informatics as an essential foundational discipline for education in the twenty-first century. Informatics is the science underpinning the development of the digital world, and it is having a profound effect on all aspects of modern society. The discipline has fundamental conceptual and practical facets. The considerable economic impact of its technological developments, as well as its role in empowering research and development across all sectors, has created an imperative to address educational issues. The initiative is based on the long-term recommendations of the report “Informatics Education in Europe: Are We All In The Same Boat?” which presented the state of relevant education, and related teacher training, across Europe. Its conclusions highlighted the serious need for an initiative to ensure that Informatics is properly recognised within the educational systems so that Europe is well placed to compete globally in reaping the benefits that flow from Informatics. This paper highlights the need for a two-tier strategy for Informatics education at all levels. First and foremost, the first tier takes the form of Informatics as a specialisation, i.e. a fundamental and independent school subject. The second tier would be the integration of Informatics with other school subjects. To achieve this goal, in both tiers research is needed to address what and how to teach (curriculum, methods and tools), and how to educate teachers. To address this grand challenge important recommendations on Informatics are provided in Section 3.2, on Teacher issues in Section 4.2. and on Research in Section 5.3.

Virtual Environments for Teaching and Learning, 2002

Proceedings of the 45th ACM technical symposium on Computer science education, 2014

ABSTRACT There is a growing awareness of the importance of including computing education in the c... more ABSTRACT There is a growing awareness of the importance of including computing education in the curriculum of secondary schools in countries like the United States of America, the United Kingdom, New Zealand, and South Korea. Consequently, we have seen serious efforts to introduce computing education to the core curriculum and/or to improve it. Recent reports (such as Wilson et al. 2010; Hubwieser et al. 2011) reveal that computing education faces problems regarding its lack of exposure as well as a lack of motivators for students to follow this line of study. Although students use computers for many tasks both at home and at school, many of them never quite understand what computer science is and how it relates to algorithmic thinking and problem solving. This panel will bring together leaders in computing education from Australia, Germany, Greece, Israel and Norway to describe the state of computing education in each of their countries. Issues raised will include how high school computer education is conducted in that country, how teachers are skilled /accredited, the challenges that are being faced today and how these challenges are being addressed. Panellists will suggest lessons other countries may find of value from their way of doing things. An important issue is how to recruit female students in to computer education at high school level and how to encourage them to continue in the discipline to university. The problem is exacerbated because computer education is still not included as a compulsory subject in the regular curriculum of high schools in all of these countries

ACM Inroads, 2013

This article describes a unique Israeli-Russian project, in which Israeli high school computer sc... more This article describes a unique Israeli-Russian project, in which Israeli high school computer science (CS) teachers promote curricular reform in the Russian region of Penza, based on the Israeli high school CS curriculum. The reform involves local schools, universities, the hi-tech industry and local government officials. It includes changes in courses, textbooks and other teaching materials. The Israeli teachers provided workshops to assist the Russian teachers in the assimilation of the reform. This collaboration may encourage other countries to collaborate and not necessarily re-invent the wheel; for some countries it can serve as a catalyst to assist in bringing computer science education into schools.