Masha Tsaushu

• Doctor of Philosophy
• Instructor at Technion – Israel Institute of Technology

Our interpretative study that was carried out in a science and engineering oriented university examined the ways students in an introductory biology course perceived their learning in the course that was substantially changed to allow student-centered learning. The instructional change was framed by the view of learning as a sociocultural activity...

This study endeavors to identify ways to promote a productive learning culture in higher education. Specifically, we sought to encourage development of internal values in students' culture of learning and examine how this can promote their understanding of scientific content. Set in a high enrolment undergraduate biology course, we designed a techn...

In recent years there is a growing concern regarding the quality of learning in undergraduate level education. In this study we synthesize various views about the notion of "learning culture" into one generic framework in which we describe a continuum ranging from learning driven by external values (e.g., passing a test) to internal values (e.g., t...

This study offers an innovative and sustainable instructional model for an introductory undergraduate course. The model was gradually implemented during 3 yr in a research university in a large-lecture biology course that enrolled biology majors and nonmajors. It gives priority to sources not used enough to enhance active learning in higher educati...

Teaching nonscience majors topics in biotechnology through case studies is the focus of this research. Our Biotechnology, Environment, and Related Issues module, developed within the Science for All framework, is aimed at elevating the level of students' scientific and technological literacy and their higher order thinking skills. The research goal...

Instruction in large higher education introductory courses is usually based on lectures which discourage students from taking responsibility of their own learning. We developed an instructional model that harnesses technology to support students in assuming such responsibility, and gradually implemented it in a large introductory biology course. We...