Short Biography

Gabriella Shwartz is developing and teaching academic courses in chemistry education, teaching and preparing high school students to the chemistry matriculation exam, and guiding novice chemistry teachers in their first years of teaching. She received her Ph.D. in 2019 from the Faculty of Education in Science and Technology at the Technion – Israel Institute of Technology, under the supervision of Prof. Yehudit Judy Dori, and continued to her postdoc under the supervision of Dr. Shirly Avargil until 2022. She co-published several papers in international journals, participated in the Sandra K. Abell Summer Research Institute for Doctoral Students, and presented her work in STEM education international conferences such as NARST and ESERA.

Research Areas

Gabriella’s Ph.D. research dealt with choosing a teaching career, preparing novice STEM teachers in a variety of teacher education programs – both alternative and traditional, and integrating into the teaching profession. In her postdoc, her research dealt with chemistry teachers’ assessment knowledge as reflected in educational escape rooms.

Publications

• Dori, YJ., Goldman, D., Shwartz, G., Lavie-Alon, N., Sarid, A., and Tal T. (2023). Assessing and comparing alternative certification programs: The teacher-classroom-community model. Frontiers in Education. 8(27).
• Avargil, S., Huttner-Shwartz, G., Zemel, Y. (2021). Educational escape room: identify Dalton’s symbols and open the door. Journal of Chemical Education, 98(7), 2313-2322.
• Zemel, Y., Huttner-Shwartz, G., Avargil, S. (2021). Pre-service teachers’ implementation of rubrics for formative assessment in the inquiry-based chemistry laboratory. Chemistry Education Research and Practice, 22, 1074-1092.
• Zemel, Y., Huttner-Shwartz, G., Avargil, S. (April, 2021). Challenges in assessing chemistry lab reports among pre-service teachers. Paper accepted presented virtually at the 95^th NARST international conference.
• Shwartz, G., Shav‑Artza, O., Dori, Y.J. (2021). Choosing Chemistry at Different Education and Career Stages: Chemists, Chemical Engineers, and Teachers. Journal of Science Education and Technology, 1-14.
• Shwartz, G., & Dori, Y.J. (2020). Preparing second career chemistry teachers for a new beginning: Professional identity. EURASIA Journal of Mathematics, Science and Technology Education. 16(11), em1891.
• Lavi, R., Shwartz, G., & Dori, Y. J. (2019). Metacognition in chemistry education: A literature review. Israel Journal of Chemistry, 59, 583 – 597.
• Shwartz, G., Avargil, S., Herscovitz, O., and Dori, Y. J. (2016). The Case of Middle and High School Chemistry Teachers Implementing Technology: Using the Concerns-Based Adoption Model to Assess Change Processes. Chemistry Education Research and Practice, CERP, 18(1), 214-232.