Assistant Professor Shulamit (Shuly) Kapon

Shulamit (Shuly) Kapon
  • I’m interested in meaningful learning within a disciplinary context, mainly in physics but also in mathematics. In my view, sense and meaning making processes are both derived from the nature, structure, norms and content of the discipline that is being learned, but also from the learner’s knowledge, emotional state, interest, and needs. I believe that in a meaningful learning process, emotion and cognition work in synergy, and the learner not only develops cognitively but also grows personally and emotionally. I am interested in learning processes in which people gradually change the way they interpret situations and phenomena, and adapt, appropriate and start to think independently through disciplinary-based models, representations and technology, in instructional processes that generate such learning, and in teacher education that leads to such instruction.
  • I was a physics teacher for several years. I taught physics to gifted students in accelerated classes, main stream students preparing for the Israeli matriculation exams in physics, struggling students in special classes, adult students in the Technion pre-academic center, and in-service teachers through the National Center of Physics Teachers at the Weizmann Institute of Science. I always saw a great potential in educational technologies, and during that time I was involved and led the design of various learning environments with state of the art educational technology. This experience constantly feeds into my research and academic teaching. I am convinced that physics and mathematics at the secondary school level as well as the introductory undergraduate level could be within the reach and interest of a larger pool of learners than they are today, and that research in physics and mathematics education can (and should) play a central role in achieving this goal.
  • My Ph.D. (Weizmann Institute of Science - Fienberg Graduate School Dean Prize) explored how deep, sophisticated, and innovative scientific ideas can be effectively explained to audiences that lack the prior knowledge to formally study them (e.g., explaining the Aharonov-Bohm effect to high school students), the sense making processes triggered by such explanations and ways to incorporate contemporary science ideas into the formal high school curricula. My post-doctoral work (Marie Curie International Outgoing Fellowship: 2009-2011 University of California Berkeley, 2011-2012 Tel Aviv University) explored sense making processes triggered by instructional analogies in the formal instruction of basic topics in physics (e.g., explaining to K10 students what a normal force is).
  • In 2012-2014 I served as a faculty member at the Department of Learning Instruction and Teacher Education and the Department of Mathematics Education at the University of Haifa. During that time I extended the research interests described above and explored them in the context of mathematics education and teacher education.
  • I am a Technion graduate (B.A. in Physics Cum-Laude; M.Sc. in Physics, Teaching Certificate), and I am really excited to join the Faculty of Education in Science and Technology at the Technion.
  • To learn more about my current work please visit
  • Prospective postdocs and graduate students who are passionate about STEM education, have a solid background in physics and mathematics, and are interested in doing educational research in STEM are warmly encouraged to apply.

B.A., Physics, Cum Laude, Technion (1992)
Teaching certificate in physcs, Technion (1995)

M.Sc., Physics, Technion (1999)
M.Sc., Science Teaching, Weizmann Institute of Science, Israel (2006)
Ph.D., Science Teaching, Weizmann Institute of Science (2009), Feinberg Graduate School (WIS) Dean's Prize


Postdoctoral studies - Marie Curie International Outgoing Fellowship for Career Development (2009-2012):

  • Department of Education in Mathematics, Science and Technology (EMST), Graduate School of Education, University of California Berkeley (2009 - 2011)
  • Department of Mathematics, Science and Technology Education, School of Education, Tel Aviv University (2011-2012).