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Yaela Golumbic, Ph.D.

Yaela

Yaela Golumbic, Ph.D. Student

Yaela started her professional career as a scientist, working in the lab and developing novel molecular biology methodologies. She obtained her B.A. in Plant Science from the Hebrew University’s Faculty of Agriculture in Rehovot, and her M.A. in Molecular Biology from the Technion – Israel Institute of Technology.

The gap between research topics and public agenda, and lack of public awareness to the importance of scientific research, dialog and engagement, brought Yaela to fields of science communication and public participation in scientific research.

Yaela’s PhD thesis, under the joint academic supervision of Prof. Ayelet Baram-Tsabari from the Faculty of Education in Science and Technology and Prof. Barak Fishbain from the Faculty of Civil and Environmental Engineering, focused on the exciting field of citizen science and its ability to engage the public in scientific investigation. Building on science communication models, Yaela designed and led the citizen science initiative “Sensing the Air” for engaging citizens in meaningful air quality research.

After completing her PhD studies, Yaela developed and led the “Radon home survey” for self-monitoring of radon levels in private spaces and involving school students in authentic scientific inquiry, as part of her involvement in the Taking Citizen Science to Schools (TCSS) research excellence center.

Yaela has recently relocated to Australia and is currently a postdoctoral fellow at the University of Sydney. Yaela is leading the research on student and public participation in Breaking Good – a citizen science initiative that empowers members of the public to be active researchers in projects that improve human health. Her research examines ways to engage diverse audiences in science, making science accessible and relevant to peoples’ day-to-day lives, and creating a dialogue between scientists, publics, student and decision makers.

Publications

Peer reviewed papers           

Golumbic, Y.N., Fishbain B. & Baram-Tsabari, A. (2020) Science literacy in action: Understanding scientific data presented in a citizen science platform by non-expert adults. International Journal of Science Education, Part B.

Tsapalov, A., Kovler, K., Shpak, M., Shafir, E., Golumbic, Y., Peri, A., Ben-Zvi, D., Baram-Tsabari, A., Maslova, T. and Schrired, O. (2020) A radon survey in Israel involving school children by means of the “RadonTest” online system. Journal of Environmental Radioactivity, 217 (106215).

Golumbic, Y.N., Koichu, B. & Baram-Tsabari, A. (2019). Engagement and communication features of scientifically successful citizen science projects. Environmental communication. Environmental Communication, 1-19.

Golumbic, Y.N., Fishbain B. & Baram-Tsabari, A. (2019). User centered design of a citizen science air-quality monitoring project. International Journal of Science Education, Part B 9(3), 195-213.

Zaidan, H., Ramaswami, G., Golumbic, Y.N., Sher, N., Malik, A., Barak, M., Galiani, D., Dekel, N., Li, J.B & Gaisler-Salomon, I. (2018). A-to-I RNA editing in the rat brain is age-dependent, region-specific and sensitive to environmental stress across generations. BMC genomics, 19(1), 28.

Golumbic, Y.N., Orr, D., Baram-Tsabari, A., and Fishbein, B. (2017). Between vision and reality: A Case Study of Scientists’ Views on Citizen Science. Citizen science theory and practice 2(1), 1-13.

Fishbain, B., Lerner, U., Cole-Hunter, T., […] Golumbic, Y., Baram-Tsabari, A., Robinson, J., Kocman, D., Horvat, M.; Svecova, V., Arpaci, A. & Bartonova, A. (2016). An Evaluation Tool Kit of Air Quality Micro-Sensing Units. Science of the Total Environment, 575, 639-648.

Golumbic, Y.N., Baram-Tsabari, A., & Fishbain B. (2016). Increased knowledge and scientific thinking following participation of school students in air-quality research. Proceedings of the 14th international conference of indoor air quality & climate. Ghent, Belgium (July 3-8).

Golumbic, Y.N, Baram-Tsabari, A., & Fishbain B. (2015). Citizen science: Public participation in science [in Hebrew]. Ecology and the Environment, 6(1), 14-23.

Brande-Eilat, N., Golumbic, Y.N., Zaidan H. & Gaisler-Salomon, I. (2015) Acquisition of conditioned fear is followed by region-specific changes in RNA editing of glutamate receptors. Stress, 18(3), 309-318.

Gaisler-Salomon, I., Wang, Y., Chuhma, N., Zhang, H., Golumbic, Y.N., Mihali, A., Arancio, O., Sibille, E. & Rayport S. (2012). Synaptic underpinnings of altered hippocampal function in glutaminase-deficient mice during maturation. Hippocampus 22 (5) 1027-39.

Submitted papers

Roche, J., Bell, L., Galvão C., Golumbic, Y.N., Kloetzer, L., Knoben N., Laakso, M., Lorke, J., Mannion, G., Massetti, L., Mauchline, A., Pata, K., Ruck, A., Taraba, P., & Winter S. (Submitted). Citizen Science, Education, and Learning: Challenges and Opportunities. Cultural Studies of Science Education

Gunnell, J.L., Golumbic, Y.N., Hayes, T., Cooper M. (Submitted). Putting co-created citizen science into practice. Journal of Science Communication.

Golumbic, Y.N., Dalyot, K. & Barel, Y. (Submitted). Using Day-to-Day Scenarios to Learn How Non-scientists Reason with Science. Public Understanding of Science

Golumbic, Y.N., Fishbain B. & Baram-Tsabari, A. (Submitted). Engagement styles in an environmental citizen science project: a multiple case study. Journal of Science Communication.

Book chapters

Kloetzer, L., Lorke, J., Joseph Roche, Golumbic, Y.N., Winter, S. & Jõgeva, A. (in press). Learning in Citizen Science. In: The Science of Citizen Science. Editors: Vohland, K., Land, A., Ceccaroni, L., Perello, J., Ponti, M., Samson, R., Wagenknecht, K., & Lemmens, R.

Baram-Tsabari, A., Orr, D., Baer, A., Garty, E., Golumbic, Y.N., Halevy, M., Krein, E., Levi, A., Leviatan, N., Lipman, N., Mir, R. & Nevo, E. (2020) The History and Evolution of Science Communication in Israel. In: Toss Gascoigne et al. (eds), Communicating Science: A Global Perspective. Canberra: ANU Press, 2020.

Sagy, O., Golumbic, Y.N., Abramsky, H., Benichou, M., Atias, O., Manor, H., Baram-Tsabari, A., Kali, Y., Ben-Zvi, D., Hod, Y. & Angel, D. (2019). Citizen Science: An Opportunity for Learning in the Networked Society. In: Learning in a Networked Society (LINKS). Editors: Kali, Y., Baram-Tsabari, A., Schejter., A. For publication in the Springer Computer Supported Collaborative Learning (CSCL) series, edited by Christopher Hoadley.

Liu, H. Y., Kobernus, M., Fredriksen, M., Golumbic, Y.N, & Robinson, J. (2018). A Toolbox for Understanding and Implementing a Citizens’ Observatory on Air Monitoring. In Multimedia Tools and Applications for Environmental & Biodiversity Informatics (pp. 31-51). Springer, Cham.

Research reports

Golumbic Y.N. (2020). Mapping Citizen Science in Australia – Participant Report.

Lorke, J., Golumbic, Y.N., Ramjan, C., and Atias, O., (2019): Training needs and recommendations for Citizen Science participants, facilitators and designers. COST Action 15212 report

Golumbic, Y.N. (2015). What makes Citizen Science projects successful, and what can we learn from them for future projects? Technion Citizen Science Project (TCSP) report.

Additional publications

Golumbic Y.N. (2020). Mapping citizen science. Inpiring Austrlia blog.

Golumbic, Y.N., Baram-Tsabari, A. and the TCSS team (2019) Breaking boundaries within citizen science: taking citizen science into schools. European Citizen Science Association (ECSA) blog.

Chabay, I., Golumbic, YN, Lewenstein, B. and Pellegrini G. (2017). Public engagement with science online in local communities. Public Understanding of Science Blog.

Rodder, S., Lewenstein, B., Golumbic, Y.N., Baram-Tsabari, A. & Haines-Stiles, G. (2016). Citizen Science in a Global Perspective, Public Communication of Science & Technology (PCST) webinar.

מאמרים בעברית

גולומביק, י. (2019). מדע אזרחי מותאם אישית. שמורת טבע, 197, 31-36.

גולומביק, י. (2019). אמינות נתונים במדע אזרחי. אקולוגיה וסביבה, 10(1), 13-14.

גולומביק, י. (2018). למידת חקר באמצעות מדע אזרחי. קריאת ביניים, 31, 19–22.

גולומביק, י., פישביין ב., ברעם-צברי, א. (2017). הנגשת נתונים מדעיים לציבור, למה וכיצד? אקולוגיה וסביבה, 8(3) 5-6.

 

 

Sophie Shauli, Ph.D.

Sophie

Sophie Shauli, Ph.D. Student

Can science knowledge benefit people in their daily life? These questions arise, for example, when a family receives the diagnosis that their child has a hearing loss.

Previous research has shown that the chances of the hearing impaired child to fulfill his/her potential is to receive proper tools of communication with the hearing environment; moreover, good academic achievement also results in a better future for the hearing impaired child.

I believe that these goals will be achieved if the families acquire enough information and understanding of the problem and the possible solutions. It is not a simple task. The parents have to deal with a lot of medical, technological and audiological information during the first months of their emotional storm.

The main goal of my research will be to find out if this “headache” of reading and dealing with information is really a boost for a better future for the hearing impaired child.

I was born in Russia. My family moved to Israel when I was 4 years old. I was raised in Jerusalem. After I graduated with my B.Sc. in Biology from the Hebrew University, I married and moved to Haifa. I taught science and biology in Leo Beck junior high and high school. Simultaneously, I graduated my M.Sc. in science teaching and technology. My research explored the significance of computerized simulation in teaching the particle structure of matter.

In 2010, I chose to study special education in “Oranim” college due to personal circumstances.

From 2012 until now, I have been working with hearing impaired children and studying for my PhD at the Technion.

Projects

Engagement with Science among Parents of Hearing Impaired Children

Doris Shaheen-Asakly, M.Sc.

Doris

Doris Shaheen-Asakly, M.Sc. Student

My name is Doris, I live in Maghar, Galil, in the northern part of Israel. I am married and have one son.

I hold a B.Sc. in Molecular Biochemistry and B.Sc.Ed. in Chemistry and Environmental Science from the Technion – Israel Institute of Technology.

I work at the Society for the Protection of Nature in Israel in training teachers to combine values of environmental sustainability in their teaching, and to implement a sustainable lifestyle in their schools.

In 2013 I started my M.Sc. in Science Education at the Technion, in the Department of Education in Science & Technology.

During my courses, I was exposed to the field of science communication and it charmed me by its content and its connection to real life and education. I was especially drawn to the influence of social networks on scientific public discourse.

At the end of 2014, I began my Master thesis program under the supervision of Assistant Professor Ayelet Baram-Tsabari.

My research topic is:
The characteristics of an authentic scientific discourse in social networks: The case of fluoridation of drinking water.

Publications

Coming soon

Shaheen-Asakly, D., Orr, D., & Baram-Tsabari, A. (submitted) Educational Characteristics of Authentic Scientific Discourse in the Social Media: The Case of Fluoridation of Drinking Water.

Published

Shaheen-Asakly, D., Orr, D., & Baram-Tsabari, A. (2016, April).
Characteristics of an authentic scientific discourse in social networks: The case of drinking water fluoridation. Paper presented over video at Public Communication of Science & Technology (PCST) conference 2016, Istanbul, Turkey.
PDF, Video

Shaheen-Asakly, D., Orr, D. and Baram-Tsabari, A. (2016, February).
Characteristics of an authentic Scientific discourse in the Social media: The case of drinking water fluoridation. In: Y. Eshet-Alkalai, I. Blau, A. Geri, Y. Kalman, V. Silber-Varod (Eds.), Proceedings of the 11th Chais Conference for the Study of Innovation and Learning Technologies: Learning in the Technological Era, Raanana: The Open University of Israel, pp. 208-215.
PPTX, PDF

Shaheen-Asakly, D., Orr, D., and Baram-Tsabari, A. (2015, June).
Characteristics of authentic scientific discourse in social networks: The case of drinking water fluoridation. Paper presented at the 6th Israeli Science Communication Conference, Davidson Institute of Science Education, Weizmann Institute of Science, Rehovot, Israel.
PPTX

Contact Details

dorisasakly[-at-]gmail.com

Tzipora Rakedzon, Ph.D.

Tzipora

Tzipora Rakedzon, Ph.D. Student

I was born in New Jersey, and moved to Israel at age 20. I live in Yaad, Misgav with my husband and three sons. In Israel, I completed my B.A. and M.A. at Haifa University in English linguistics.

Since 2002, I have worked at the Technion – Israel Institute of Technology, teaching a variety of academic courses in English. For the past 7 years, I have served as the director and primary lecturer and of the Academic Writing for Graduate Students course at the Technion. This is a compulsory course in academic writing in English designed primarily for PhD students, as well as Master’s students on a thesis track.

In addition to my work here, during 2013-2017, I completed a Ph.D. program in the Department of Education in Science & Technology under the supervision of Assistant Professor Ayelet Baram-Tsabari. My research describes the development, validation and research based on two new assessment tools:

  1. A rubric for assessing advanced English-as-second-language (L2) STEM graduate students’ writing in academic (specifically, an abstract) and popular science writing (specifically, a press release). The rubric was developed based on an academic writing course and science communication intervention module, as well as guidelines in the literature on rubric development (articles: 1, 2).
  2. A computerized jargon identifier, the De-jargonizer at http://scienceandpublic.com . This tool assesses the use of vocabulary and jargon in written texts so scientists and professionals wishing to adapt their message to a lay audience can identify problematic vocabulary. In each of the 5 development stages, I compared the rating of the De-jargonizer with other validated programs in the literature, and tested it on students’ work from the Academic Writing course. The final version is an open site that labels vocabulary in a text at three levels: high-frequency, mid-frequency, and jargon.

After developing and validating the tools, I conducted research on the academic writing course with a popular science intervention to investigate the writing outcomes and vocabulary use of graduate students’ academic and popular science writing genres before and after an Academic Writing course with a popular science intervention lesson.

Findings indicated significant improvement in academic and popular science writing as well as improvement in students’ English language proficiency. In assessing jargon, less jargon was found in lay summaries than in academic abstracts written by both students and scientists; however, the percentage of jargon in the summaries exceeded the amount recommended for the public to understand the text.

My research interests include a variety of subjects related to science communication and language, including language teaching, acquisition, and learning.

Publications

Rakedzon, Tzipora & Baram-Tsabari, Ayelet. (2017) Assessing and improving L2 graduate students’ popular science and academic writing in an academic writing course. Educational Psychology.
Rakedzon, Tzipora & Baram-Tsabari, Ayelet. (2017) A rubric for assessing graduate written science communication: to make a long story short. Assessing writing.
Tzipora Rakedzon, Elad Segev, Ayelet Baram-Tsabari, Noam Chapnik, Roy Yosef. Automatic jargon identifier for scientists engaging with the public and science communication educators (2017, submitted).

Projects

  1. HELPING SCIENTISTS COMMUNICATE WITH THE PUBLIC
  2. AN AUTOMATED JARGON IDENTIFIER FOR EVALUATING VOCABULARY IN SCIENCE COMMUNICATION
    Communicating science to the public requires the use of nontechnical vocabulary and clearer language. Both graduate students and scientists have difficulty communicating their research with these restrictions in language, yet American and European surveys have shown that the public is interested in science and in need of scientific information to make decisions in everyday life. Therefore, to aid students and scientists in adapting and writing science for the public, we have designed a program that addresses the problem of technical language and identifies which word may be inappropriate and problematic in a text. The site, entitled the De-jargonizer (http://scienceandpublic.com/), can help scientists identify problematic jargon when communicating science to non-experts, and be implemented by science communication instructors when evaluating the effectiveness and jargon use of participants in science communication workshops and programs.

Presentations and Invited Lectures

Tzipora Rakedzon, Elad Segev, Ayelet Baram-Tsabari, Noam Chapnik, Roy Yosef. An automated jargon identification program: evaluating STEM students’ use of jargon in written scientific genres.” Paper (accepted) to be presented at the NARST Annual International Conference, San Antonio, TX, USA, April 22 – 25, 2017.
Tzipora Rakedzon, Elad Segev, Ayelet Baram-Tsabari, Noam Chapnik, Roy Yosef. “Different audiences, different writing: Improving genre in popular science and academic writing among graduate STEM students.” Paper (accepted) to be presented at Metadiscourse Across Genres (MAG 2017) at METU, Northern Cyprus, March 30-April 1, 2017.
Tzipora Rakedzon, Elad Segev, Ayelet Baram-Tsabari, Noam Chapnik, Roy Yosef. An automated jargon identification program: evaluating STEM students’ use of jargon in written scientific genres.” Paper (accepted) to be presented at the 12th Chais Conference for the Study of Innovation and Learning Technologies, Raanana, Feb 14-15, 2017 The Open University of Israel.
Tzipora Rakedzon, Elad Segev, Ayelet Baram-Tsabari, Noam Chapnik, Roy Yosef. “Supporting scientists in engaging with the public: The development and validation of an automated jargon identification program.” Poster presented at the Fourth LINKS Annual retreat. Technion – IIT, September 5-6, 2016.
Rakedzon, Tzipora. “How to give effective presentations in science.” Invited lecture for the International Space University (ISU) at the Technion -IIT, August 18, 2016.
Rakedzon, Tzipora & Baram-Tsabari, Ayelet. “Writing in STEM in and outside academia.” Paper presented at the third international (IFAW) conference on academic writing in Tel Aviv, Israel. June 27-28, 2016.
Rakedzon, Tzipora & Baram-Tsabari, Ayelet. “Genre assessment of scientific writing in and outside academia.” Paper presented at H-INET (Higher education in Israel network of English teachers). International spring conference, Tel Aviv University, Feb. 8-9, 2016.
Rakedzon, Tzipora & Baram-Tsabari, Ayelet. “Teaching Science and Technology Graduate Students to Write Science for Academia and for the Public.” ESERA (European Science Education Research Association) 2015 Conference at Helsinki, Finland, August 31- September 4, 2015.
Rakedzon, Tzipora & Baram-Tsabari, Ayelet. “Teaching Science and Technology Graduate Students to Write Science for Academia and for the Public.” Pre-conference of the Junior Researchers of EARLI (European Association for Research in Learning and Instruction) at the Cyprus University of Technology, Limassol, August 23-24, 2015.
Rakedzon, Tzipora & Baram-Tsabari, Ayelet. “Teaching Science and Technology Graduate Students to Write Science for Academia and for the Public.” The Sixth Israeli Science Communication Conference, Tel Aviv, Israel, June, 24-25 2015.
Rakedzon, Tzipora & Baram-Tsabari, Ayelet. “Written science communication as an art.” The 2nd International Conference: Science, Technology and Art Relations – STAR at the Technion, Haifa, Israel, November 19-20 2014.
Rakedzon, Tzipora. “Wordiness: one of the seven deadly sins of writing? Teaching wordiness and using corrective feedback.” IFAW (Israel Forum for Academic Writing) mini-conference: The Challenge of Academic Writing in Today’s World, MOFET Institute, Tel-Aviv, Israel, June 29, 2014.
Rakedzon, Tzipora. “Graduate students’ writing skills: Teaching and learning style and genre.” IFAW (Israel Forum for Academic Writing) meeting at Oranim Academic College of Education, May 2014.
Rakedzon, Tzipora & Baram-Tsabari, Ayelet. “Teaching and assessment of communication skills of science and engineering graduate students in popular science texts.” The Fifth Israeli Science Communication Conference, Tel Aviv, Israel, November, 2013.

Daniela Orr (Korbas-Magal), Ph.D.

Daniela

Dr. Daniela Orr (Korbas-Magal), Post-Doctoral Fellow

With a B.A. in journalism and communication studies and political science, an M.A. (Cum Laude) in political theory, and a background as an officer in the IDF Spokesperson’s Unit, I turned to study the complex relationship between scientists, spokespeople, and the media.

My Ph.D. dissertation was titled: “The practical bias in health and environment risk communication”, and was written under the supervision of Professor Amit Schejter and Professor Zvi Reich at the Department of Communication Studies at Ben-Gurion University.

I have a vast experience in lecturing research methods, communication theory, and science and risk communication at Ben-Gurion University, the Open University, and Achva College.

Currently I am a Post-Doctoral fellow at the Faculty of Education in Science & Technology, Where I carry out research under the supervision of Assistant Professor Ayelet Baram-Tsabari. We examine the epistemology of public debates in the social media on public health issues. Along with our research group, we are looking at the facebook debate on the Oral Polio Vaccination (OPV), as well as the debate on the fluoridation of drinking water.

My research interests include science communication, risk communication, epistemology, political and communication theory.

Contact Details

danielaorr[-at-]tx.technion.ac.il
CV

Projects

The Polio vaccination in the social media: Between knowledge and trust

The role social media play in science-related debates: Fluoridation of drinking water in Israel

Publications

Orr, D., Baram-Tsabari, A., & Landsman, K. (2016).
Social media as a platform for health-related public debates and discussions: The Polio vaccine on Facebook. Israel Journal of Health Policy Research 5(34). DOI:  10.1186/s13584-016-0093-4
HTML     PDF

Esther Laslo, Ph.D.

Esti

Esther Laslo, Ph.D.

I am Esti.

I am a lecturer in the Zefat Academic College, there I teach in the department of medical laboratory sciences. In addition, I train students for biology teaching certificate.

I taught biology in high school for twenty years. I hold an M.Sc. in Neurobiology, Hadassah Medical School of the Hebrew University, Jerusalem. During my studies of biology, and especially throughout my research in neurobiology, I was exposed to the importance of bioethics. My research included animal experiments, mainly with rabbits, in addition to Multiple Sclerosis patients.

Later on, I conducted research at the Hebrew university, on bioethical education in health professions schools. Thereby I got the insight that in order to create a deep bioethical education, we have to understand the broad cultural basis for bioethical thinking.

My Ph.D. research dealt with bioethics in the media, and examined the scientific and ethical tools used by the public, addressing realistic controversial issues at the intersection between science and ethics.

Contact Details

estil[-at-]tx.technion.ac.il

Projects