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| Submission declined on 23 August 2023 by Greenman (talk). This submission's references do not show that the subject qualifies for a Wikipedia article—that is, they do not show significant coverage (not just passing mentions) about the subject in published, reliable, secondary sources that are independent of the subject (see the guidelines on the notability of people). Before any resubmission, additional references meeting these criteria should be added (see technical help and learn about mistakes to avoid when addressing this issue). If no additional references exist, the subject is not suitable for Wikipedia. Declined by Greenman 9 months ago. | |
Comment: Appears to be an WP:AUTOBIO - possible WP:SELFPROMOTION. Dan arndt (talk) 01:57, 20 August 2023 (UTC)
 | A major contributor to this article appears to have a close connection with its subject. (August 2023) |
Tom Bielik (born November 18, 1978) is a senior lecturer at Beit Berl College,Israel.[1]. His research focuses on science education and science teacher training.
Bielik received his PhD at the Department of Science Teaching in the Weizmann Institute of Science[2]. He was a post-doctoral researcher at CREATE for STEM Institute in Michigan State University, Michigan, USA. Bielik was also a research assistant at the Biology Didactics Department in Freie Universität Berlin, Germany[3].
Bielik's studies focus on supporting students' modeling practices[4], and the development of teachers' and students' metamodeling knowledge[5], systems thinking[6], and critical thinking[7]. He specialises in teaching and learning of inquiry[8] and Project-Based Learning[9]pedagogies. Bielik also engages in science communication and published several articles for the general public[10]
References
edit- ^ "המכללה האקדמית בית ברל".
- ^ https://weizmann.esploro.exlibrisgroup.com/esploro/outputs/doctoral/Characterizing-the-teaching-and-learning-of-inquiry-in-the-Bio-Tech-program-for-high-school-biotechnology-majors/993228086703596
- ^ "Rising Star Fellows 2019". 24 September 2020.
- ^ Bielik, Tom; Opitz, Sebastian; Novak, Ann (2018). "Supporting Students in Building and Using Models: Development on the Quality and Complexity Dimensions". Education Sciences. 8 (3): 149. doi:10.3390/educsci8030149.
- ^ Bielik, Tom; Fonio, Ehud; Feinerman, Ofer; Duncan, Ravit Golan; Levy, Sharona T. (2021). "Working Together: Integrating Computational Modeling Approaches to Investigate Complex Phenomena". Journal of Science Education and Technology. 30 (1): 40–57. Bibcode:2021JSEdT..30...40B. doi:10.1007/s10956-020-09869-x. S2CID 254738930.
- ^ Bielik, Tom; Jagemann, Johannes; Krell, Moritz; Krüger, Dirk; Ben Zvi Assaraf, Orit (2023). "Using concept maps to evaluate preservice biology teachers' conceptualization of COVID-19 as a complex phenomenon". Frontiers in Education. 8. doi:10.3389/feduc.2023.1107000.
- ^ Bielik, Tom; Krüger, Dirk (2022). "Perceived relevance of critical thinking aspects for biology graduate students". Journal of Biological Education: 1–16. doi:10.1080/00219266.2022.2026806. S2CID 246892095.
- ^ Bielik, Tom; Yarden, Anat (2016). "Promoting the asking of research questions in a high-school biotechnology inquiry-oriented program" (PDF). International Journal of Stem Education. 3. doi:10.1186/s40594-016-0048-x.
- ^ Bielik, Tom; Finnie, Kellie; Peek-Brown, Deborah; Klager, Chris; Touitou, Israel; Schneider, Barbara; Krajcik, Joseph (2022). "High School Teachers' Perspectives on Shifting towards Teaching NGSS-Aligned Project Based Learning Curricular Units". Journal of Science Teacher Education. 33 (4): 413–434. Bibcode:2022JSTEd..33..413B. doi:10.1080/1046560X.2021.1961973. S2CID 239312884.
- ^ https://davidson.weizmann.ac.il/en/authors/%D7%93%D7%A8-%D7%AA%D7%95%D7%9D-%D7%91%D7%99%D7%90%D7%9C%D7%99%D7%A7