Short Biography
Dr. Enas Easa is a researcher and lecturer in science education. She completed her Ph.D. in Science Education at the Weizmann Institute of Science (2017–2022), focusing on personalized pedagogy in chemistry teaching under the supervision of Prof. Ron Blonder. She holds an M.A. in Research, Measurement, and Evaluation from Tel Aviv University (2004–2006) and a B.Sc. in Chemistry from the Hebrew University of Jerusalem (1995–1998).
Dr. Easa has served as a postdoctoral researcher at the Weizmann Institute of Science (2022–2023) and Mofet Institute (-2024), as well as a lecturer and pedagogical mentor at Achva Academic College (-2023).
Her research interests include chemistry teaching approaches, cognitive models in teaching and learning, teacher and student attitudes toward science, self-efficacy in chemistry, personalized teaching, diagnostic assessment in science education, and professional development for teachers and teachers’ leaders, and pedagogical mentoring.
Professional Social Networks
https://www.researchgate.net/profile/Enas-Easa.
https://scholar.google.co.il/citations?user=oQPqudMAAAAJ&hl=iw
https://orcid.org/0000-0003-1216-89388
https://www.linkedin.com/in/enas-easa-phd-4a891b277/
List of publications
Easa, E., & Blonder, R. (2024). Fostering inclusive learning: customized kits in chemistry education and their influence on self-efficacy, attitudes and achievements. Chemistry Education Research and Practice.
Easa, E. and Blonder, R. (2023). The development of an instrument for measuring teachers’ and students’ beliefs about differentiated instruction and teaching in heterogeneous chemistry classrooms. Chemistry Teacher International. https://doi.org/10.1515/cti-2023-0005
Easa, E. and Blonder, R. (2022). Development and validation of customized pedagogical kits for high-school chemistry teaching and learning: the redox reaction example. Chemistry Teacher International. https://doi.org/doi:10.1515/cti-2021-0022
Aviran, E. Easa, E. Livne, S. & Blonder, R. (2020). Implementation of a personalized online learning system towards creating hybrid learning and teaching in chemistry classes. In Early warning systems and targeted interventions for student success in online courses (pp. 90-111). IGI Global. 7998 1 10.4018/97885074 ch005.
Rap, S. Feldman-Maggor, Y. Aviran, E. Shvarts-Serebro, I. Easa, E. Yonai, E. & Blonder, R. (2020). An Applied Research-Based Approach to Support Chemistry Teachers during the COVID-19 Pandemic. Journal of Chemical Education, 97(9), 3278-3284. doi:10. 1021acs.jchemed.0c00687.
Easa, E. and Blonder, R. Modeling the achievements of high school students in chemistry tasks: the effect of background characteristics, attitudes towards DI and self-efficacy (Submitted).
Conference Presentations
Easa, E. and Blonder, R. (2023). Pedagogy of differentiated instruction in the chemistry classroom. Connecting science education with cultural heritage. ESERA’23, 15th conference, Cappadocia, Türkiye.
Easa, E and Blonder, R. (2022). From diagnosis to differentiated instruction, the 15th European Conference on Research in Chemical Education (15th ECRICE). Weizmann institute of science, Israel.
Easa, E and Blonder, R. (2022). From diagnosis to differentiated instruction, ICCE 2022 conference. Cape town, South Africa.
Easa, E. (2020). Pedagogy of differentiated instruction: Impact and Evaluation. ESERA Summer School 2020. Oxford, UK.
Blonder, R. and Easa, E. (2020). From diagnosis to personalized chemistry teaching and learning. Diagnosis- based Teaching in Science and Mathematics, conference. Weizmann institute of science, Israel.
Easa, E. and Blonder, R. (2020). Differentiated instruction pedagogy in the chemistry high classroom: Development and evaluation. The 85th Annual meeting of the Israel Chemistry Society. Jerusalem, Israel.
Easa, E. and Blonder, R. (2019). Pedagogy of differentiated instruction in the chemistry classroom. The beauty and pleasure of understanding: engaging with contemporary challenges through science education. ESERA’19, 13th conference, Bologna, Italy.