@article {3128340,
	title = {Challenges in wide scale implementation efforts to foster higher order thinking (HOT) in science education across a whole school system},
	volume = {10},
	year = {2013},
	month = {2013},
	pages = {233 - 249},
	abstract = {This study explores the challenges involved in scaling up projects and in implementing policies across the whole school system in the area of teaching higher order thinking (HOT) in Israeli science classrooms. Eight semi-structured individual interviews were conducted with science education experts who hold leading positions pertaining to learning and instruction on the state level of the following school subjects: elementary and junior- high school science and technology; high-school physics; high school chemistry; and high school biology. Some of the challenges that the interviews revealed are common to many types of educational change processes. The interviews also revealed several challenges which are more specific to the educational endeavor of teaching HOT according to the infusion approach across large numbers of classrooms: challenges involved in weaving HOT into multiple, varied, specific science contents; challenges involved in planning a reasonable and coherent developmental sequence of thinking goals; the fact that content goals tend to have priority over thinking goals and thus to disperse of the latter in policy documents and in implementation processes; and finally, the considerable challenges (pedagogical and organizational) involved in developing educators{\textquoteright} sound and deep professional knowledge in the area of teaching HOT and metacognition on a large, nation-wide scale. The data shows that wide-scale implementation of thinking in Israeli science classrooms often develops as an evolutionary rather than as a revolutionary process. The implications for designing large scale implementation programs aimed at fostering students{\textquoteright} reasoning are discussed.},
	keywords = {From policy to practice, Higher order thinking, Large scale implementation, Teachers{\textquoteright} knowledge, Thinking strategies},
	isbn = {1871-1871},
	url = {https://www.sciencedirect.com/science/article/pii/S1871187113000412},
	author = {Zohar, Anat}
}
@inbook {102257,
	title = {Education for thinking in Civics educations},
	booktitle = {Civic Education in Israel},
	year = {2013},
	pages = {12-61},
	publisher = {Am Oved},
	organization = {Am Oved},
	address = {Tel Aviv},
	author = {Zohar A.,}
}
@book {102238,
	title = {It\&$\#$39;s not all about test scores: Reviving Pedagogical Discourse},
	year = {2013},
	publisher = {Poalim - Hakibutz Hameuchad},
	organization = {Poalim - Hakibutz Hameuchad},
	address = {Bnei Brak},
	author = {Zohar A.,}
}
@article {3128341,
	title = {A review of research on metacognition in science education: current and future directions},
	journal = {Studies in Science EducationStudies in Science Education},
	volume = {49},
	year = {2013},
	note = {doi: 10.1080/03057267.2013.847261},
	month = {2013},
	pages = {121 - 169},
	publisher = {Routledge},
	abstract = {The goal of this study is to map the current state of research in the field of metacognition in science education, to identify key trends, and to discern areas and questions for future research. We conducted a systematic analysis of 178 studies published in peer-reviewed journals in the years 2000?2012 and indexed in the ERIC database. The findings from this analysis indicate that the field of metacognition in science education is in a state of growth and expansion, and that metacognition is increasingly integrated into research addressing the core objectives of science education. In contrast to the findings of previous reviews, conceptual understanding of science was found to be one of the central aims of current metacognition research. The studies employ a wide range of instructional practices for fostering learners? metacognition. The most prominent practice is the use of metacognitive cues and prompts in the course of instruction. Several research gaps are identified: first, the development of learners? metacognitive knowledge is receiving less empirical attention than the development of their metacognitive skills; second, there is a lack of studies that employ controlled research designs that can provide causal evidence regarding the effectiveness of metacognitive instruction for science learning; third, there is an insufficient number of studies of metacognition among young learners in preschool and the early years of elementary school; and fourth, there are very few studies of teachers? knowledge and professional development regarding metacognition. The implications of these research gaps are explored and suggestions for future research are raised.},
	isbn = {0305-7267},
	url = {https://doi.org/10.1080/03057267.2013.847261},
	author = {Zohar, Anat and Barzilai, Sarit}
}
