Manager of "Machshava" - the
The center’s Hebrew name “Machshava” (a Hebrew word with connotations for both computer and thought) implies to our belief that in Computer Science Education there should be a strong emphasis on thinking processes.
I'm also acting as the chief editor of "Hebetim" (Hebrew journal for computer science teachers) since 1995, and as the "Machshava" web site content manager (http://cse.proj.ac.il)
Short academic history:
B.Sc. in Computer Science, Faculty of Computer Science, Technion - Israel Institute of Technology.
M. Sc. in Computer-Science Education. Department of education in science and technology, Technion - Israel Institute of Technology, Supervisor: Prof. Uri Leron. Educational aspects of programming languages (in Hebrew).
Ph.D. in Computer Science education. Department of education in science and technology, Technion - Israel Institute of Technology, Supervisor: Prof. Uri Leron. Computer science teachers' learning during their everyday work (in Hebrew).
· Computer science education
· Constructivism in education
· Teachers' thinking, teachers' development, teacher preparation, action research
· Conceptual development and conceptual change
· Discourse and activity theory
Samples of books, papers and conferences:
Hazzan, O., Lapidot, T., Ragonis, N. (2011) Guide to Teaching Computer Science: An Activity-Based Approach. Springer-Verlag London Limited.
Lapidot, T. and Aharoni, D. (2008). On the Frontier of Computer Science: Israeli Summer Seminars. Inroads – the SIGCSE Bulletin 40(4), pp. 72-74.
Hazzan, O. and Lapidot, T. (2006). Social Issues of Computer Science in the "Methods of Teaching Computer Science in the High School" Course. Inroads – the SIGCSE Bulletin 38(2), pp. 72-75.
Lapidot, T. and Hazzan, O. (2005). Song Debugging: Merging Content and Pedagogy in Computer Science Education. Inroads – the SIGCSE Bulletin 37(4), pp. 79-83.
Lapidot, T. (2005). Teachers' Knowledge Construction
as a Direct Result of Their Daily Work. ISCAR-2005,
Hazzan, O. and Lapidot, T. (2004). The Practicum in Computer Science Education: Bridging Gaps between Theoretical Knowledge and Actual Performance. Inroads – the SIGCSE Bulletin 36(4). pp. 47-51
Hazzan, O. and Lapidot, T. (2004). Construction of a Professional Perception in the "Methods of Teaching Computer Science" Course. Inroads – the SIGCSE Bulletin 36(2). pp. 57-61.
Lapidot, T. (2004). Silence and Noise as Diagnostic Tools to Detect Learning Processes of Teachers. ICQM04 – The first Israeli interdisciplinary conference for qualitative research methods, Tel Aviv, March 2004 (in Hebrew).
Paz, T. and Lapidot, T. (2004). Emergence of Automated
Assignment Conceptions in a Functional Programming Course. The 9th annual conference
on innovations and technology in computer science education (ITiCSE04),
Lapidot, T. and Hazzan, O. (2003). Methods of Teaching Computer Science course for prospective teachers. Inroads – the SIGCSE Bulletin 35(4), pp. 29-34.
Lapidot, T. (2002). Self-assessment as a powerful
learning experience. The 7th annual conference on innovations and technology in
computer science education (ITiCSE02),
Lapidot, T. (2002). Machshava” – The
Levy, D. and Lapidot, T. (2002). Shared Terminology,
Private Syntax: The Case of Recursive Descriptions. The 7th annual conference
on innovations and technology in computer science education (ITiCSE02),
Hazzan, O., Levy, D. and Lapidot, T. (2002). Promoting high school girl students in computer science. Position paper, Samuel Neeman Institute and The Israeli national teachers’ center of computer science. (in Hebrew).
Aharoni, D., Kyngos, C., and
Lapidot, T. (2001). Discussion Group DG10 — PCSE: Psychology of Computer
Science Education. PME-25,
Levy D., Lapidot T., and Paz T. (2001).
”’It’s just like the whole picture, but smaller’: Expressions of gradualism,
self-similarity, and other pre-conceptions while classifying recursive
phenomena”. Proceedings of the 13th Annual Workshop of the Psychology of
Programming Interest Group (PPIG2001),
Lapidot, T. (2000). The Influence of Teaching Computer Science on the Development of Teachers' Content Knowledge. Ayala, Tel Aviv, October 2000 (in Hebrew).
Levy D. and Lapidot T. (2000). “Recursively
Speaking: Analyzing Students’ discourse of Recursive Phenomena”. Proceedings
of the thirty-first SIGCSE technical symposium on Computer science education
Lapidot T., Levy D. and Paz T. (2000). Teaching Functional Programming to High
School Students. In Robson R. (ed.), Proceedings of the international
conference on mathematics/science education and technology (M/SET 2000),
Lapidot T., Levy D. and Paz T. (1999).
Implementing Constructivist Ideas in a Functional Programming Course for
Secondary School. In Felleisen M., Hanus M., & Thompson S. (eds).
Proceedings of the Workshop on Functional and Declarative Programming in
Lapidot, T. (1995). Learning and Teaching Computer Science in a Constructivist
Lapidot, T. and Levy, D. (1993). From Programming to Computer
Science: Opportunities and Pitfalls. EuroLogo,
Lapidot, T. (1989). Workshop on Misconceptions of
High-School Students in Computer Science. LME-5, The Fifth International
Conference on Logo and Mathematics Education,
Lapidot, T. (1987). Object Oriented Programming
(lecture and workshop). LME-4,