Department of Mathematics, Science and Technology Education, The Constantiner School of Education
and The Sagol School of Neuroscience
Tel Aviv University
Email: ruth@post.tau.ac.il
Tel: +972-3-6405107
Room: Sharet building (Education), room 314
Webpage (School of Education): https://english.tau.ac.il/profile/ruth
Webpage (School of Neuroscience): https://www.sagol.tau.ac.il/en/faculty/stavy-ruth/
ORCID ID: 
orcid.org/0000-0002-2219-0904
1966-1968: Post-Doctoral studies, Department of Biology, Massachusetts Institute of Technology, MA, USA
1963-1966: Ph.D. in Biochemistry, Weizmann Institute of Science, Rehovot, Israel. Title of Doctoral dissertation: Enzymatic methylation of nucleic acids, supervisors: Prof. U.Z. Littauer and Prof. M. Feldman
1958-1963: M.Sc. in Chemistry - Summa Cum Laude, Hebrew University, Jerusalem, Israel. Title of Master's thesis: Glumatic acid activation by rat liver "pH 5 enzyme", supervisor: Prof. N. De-Groot.
2013-present: Faculty member, Sagol School of Neuroscience, Tel Aviv University.
2008-2013: Ombudsperson for students’ complaints, Tel Aviv University.
2008: Sabbatical in the Department of Psychology, Division Neuropsychology, University of Zurich, Zurich, Switzerland.
2007-present: Professor Emeritus, Department of Mathematics, Science and Technology Education, School of Education, Tel Aviv University.
2003-2005: Sabbatical in the Institute of Cognitive Neuroscience, University College, London, UK.
2000-2003: Head of the program for Ph.D students, School of Education, Tel Aviv University.
2000: Sabbatical in the Department of Mathematics, National Taiwan Normal University, Taiwan and in the School of Curriculum, Faculty of Education, Queensland University of Technology, Brisbane, Australia.
1996-2007: Full Professor, Department of Science Education, School of Education, Tel Aviv University.
1995-1999: Head of the Department of Science Education, School of Education, Tel Aviv University.
1993-1995: Head of the Department of Teacher Education, School of Education, Tel Aviv University.
1991-1996: Associate Professor, School of Education, Tel Aviv University.
1991: Sabbatical in the Centre for the Study of Teacher Education, University of British Columbia, Vancouver, Canada.
1986-1991: Senior Lecturer, School of Education, Tel Aviv University.
1980-1981: Sabbatical in the Department of Psychology, Massachusetts Institute of Technology, MA, USA.
1974-1985: Curriculum Developer, School of Education, Tel Aviv University.
1969-1974: Research Associate in the Department of Plant Genetics, Weizmann Institute of Science, Rehovot, Israel.
Doctoral students
2007: María Inés Cavallaro- Interaction between intuitive and formal mathematical knowledge.
2007: Nava Azhari- The effect of the intuitive rules on students’ judgments and performances in geometry tasks.
2007: Ornal Muller- The effect of patter-oriented instruction in computer-science on algorithmic problem-solving skills.
2004: Ziad Obeid Nahar- The difference between gifted and ordinary children in Jordan in their use of intuitive rules.
2003: Yosi Rotbain- The effect of the use of didactic models: Beads molecular model and computer animation molecular model, on students’ conceptions of molecular genetics.
1999: Ilana Ronen- The intuitive rule "Same A – Same B": The case of overgeneralization of the conservation scheme.
1998: Tikva Rager- Students' conceptions of the three dimensions of the quantity of matter (mass, volume, and particles) and its implication for chemistry teaching in 9th grade
1996: Gili Marbach-Ad- Students' conceptions in genetics.
1996: Maria Alessandra Mariotti- The interaction between images and concepts in geometrical reasoning.
1994: Naomi Wax- The development of children's conception of plants as living things.
In addition, I supervised about 100 M.A. students
I am a faculty member in the Department of Mathematics, Science and Technology Education in the School of Education and in the Sagol School of Neuroscience, Tel Aviv University.
I’m interested in the psychology of science and mathematics education. More specifically, I am engaged in students’ reasoning processes, and conceptions in science and mathematics. In the last ten years I am collaborating with Dr. Reuven Babai and in our studies we employ cognitive and neuroscience techniques such as reaction time measurements and brain imaging. In our studies we focus on reasoning processes associated with overcoming intuitive interference in science and mathematics, their brain correlates and interventions aimed at helping students overcome these difficulties.
Peer-reviewed articles
1. R. Rodeh, N. De-Groot, Glutamic Acid Activation by Rat Liver "PH 5 enzyme". Israel Journal of Chemistry, 1, 62, 1963.
2. R. Rodeh, M. Feldman, U.Z. Littauer, Properties of Soluble RNA Methylase from Rat Liver. Biochemistry, 6, 451-460, 1967.
3. R. (Rodeh) Stavy, L. Stavy, E. Galun, Protein Synthesis in Aged and Young Zones of Trichoderma Colonies. Biochem. Biophys. Acta, 217, 468-476, 1972.
4. R. (Rodeh) Stavy, E. Galun, J. Gressel, Morphogensis in Trichoderma: RNA-DNA Hybridization Studies. Biochem. Biophys. Acta, 259, 321-329, 1972.
5. R. Stavy, Y. Ben-Shaul, E. Galun, Nuclear Envelopes Isolation in Peas. Biochem. Biophys. Acta, 323, 167-177, 1973.
6. E. Kaplan, V. Bar, M. Halpern, D. Stachel, R. Stavy, A.Terkel, R. Zuzovsky, N. Orpaz, D. Chen, Matal: The Israel Elementary Science Project - A Retrospective. European Journal of Science Education, 2, 395-406, 1980.
7. R. Stavy, B. Berkovitz, Cognitive Conflict as a Basis for Teaching Quantitative Aspects of the Concept of Temperature. Science Education, 64, 679-692, 1980.
8. R. Stavy, Teaching Inverse Function Via the Concentration of Salt Water Solution. Archives de Psychologie, 49, 267-287, 1981.
9. R. Stavy, D. Stachel, Children's Conception of Changes in the State of Matter: From Solid to Liquid. Archives de Psychologie, 53, 331-344, 1985.
10. R. Stavy, D. Stachel, Children's Ideas about "Solid" and "Liquid". European Journal of Science Education, 7, 407-421, 1985.
11. R. Shamai, R. Stavy, Teaching an Introductory Course in Qualitative Analysis in Order to Enhance Learning General Chemistry. Journal of Chemical Education, 63, 707-708, 1986.
12. D. Stachel, R. Stavy, The Effect of Teaching on the Understanding of the Concepts 'Liquid' and 'Solid' by Kindergarden Children. ERIC Clearinghouse for Mathematics and Environmental Education (ERIC/SMEAC), Resources in Education, ED-291, 557, 1986.
13. R. Stavy, Y. Eisen, D. Yaakobi, How Students Aged 13-15 Understand Photosynthesis. International Journal of Science Education, 9, 105-115, 1987.
14. Y. Eisen, R. Stavy, Students' Understanding of Photosynthesis and Related Concepts. American Biology Teacher, 50, 208-212, 1988.
15. R. Stavy, Childrens' Conception of Gas. International Journal of Science Education, 10, 553-560, 1988.
16. R. Stavy, N. Wax, Childrens' Conception of Plants as Living Things. Human Development, 32, 88-94, 1989.
17. E. Fischbein, R. Stavy, H. Ma-Naim, The Psychological Structure of Naive Impetus Conceptions. International Journal of Science Education, 11, 71-81, 1989.
18. R. Stavy, Children's Conception of Changes in the State of Matter: From Liquid (or Solid) to Gas. Journal of Research in Science Teaching, 27, 247-266, 1990.
19. E. Fischbein, D. Tirosh, R. Stavy, A. Oster, The Autonomy of Mental Models. For the Teaching of Mathematics, 10, 23-30, 1990.
20. R. Nachmias, R. Stavy, R. Avrams, A Microcomputer-Based Diagnostic System for Identifying Students' Conceptions of Heat and Temperature. International Journal of Science Education, 12, 123-132, 1990.
21. R. Stavy, Pupils' Problems in Understanding Conservation of Matter. International Journal of Science Education, 12, 501-512, 1990.
22. R. Stavy, Using Analogy to Overcome Misconceptions about Conservation of Matter. Journal of Research in Science Teaching, 28, 305-313, 1991.
23. R. Stavy, Children's Ideas about Matter. School Science and Mathematics, 91, 240-244, 1991.
24. Y. Eisen, R. Stavy, Material Cycles in Nature: A New Approach to Teaching Photosynthesis in Junior High School. American Biology Teacher, 54, 339-342, 1992.
25. D. Tirosh, R. Stavy, Students' Ability to Confine Their Application of Knowledge: The Case of Mathematics and Science. School Science and Mathematics, 92, 353-358, 1992.
26. R. Stavy, D. Tirosh, Overgeneralization in Mathematics and Science: The Effect of External Similarity. International Journal of Mathematical Education in Science and Technology, 32, 239-248, 1992.
27. R. Stavy, D. Tirosh, Aiding Students in Confining the Use of Mental Models: An Example from Chemistry and Mathematics. Chimica Didactica, 19, 5-20, 1993.
28. Y. Eisen, R. Stavy, How to Make the Learning of Photosynthesis More Relevant. International Journal of Science Education, 15, 117-125, 1993.
29. R. Stavy, D. Tirosh, Subdivision Processes in Mathematics and Science. Journal of Research in Science Teaching, 30, 579-586, 1993.
30. R. Stavy, M. Meidav, Z. Asa, Y. Kirsch, Students' Problem-Solving in Mechanics: Preference of a Process-Based Model. ERIC Clearinghouse for Science, Mathematics and Environmental Education, ED-350, 151, 1991
31. G. Hatano, R.S. Siegler, D.D. Richards, K. Inagaki, R. Stavy, N. Wax, The Development of Biological Knowledge: A Multi-National Study. Cognitive Development, 8, 47-62, 1993.
32. R. Stavy, D. Tirosh, When Analogy is Perceived as Such. Journal of Research in Science Teaching, 30, 1229-1239, 1993.
33. R. Stavy, D. Tirosh, P. Buck, On the Division of an Object and a Line Segment - An Investigation About the Consistency of Pupils' Responses. Chimica Didactica, 21, 215-227, 1995.
34. R. Stavy, D. Tirosh, Intuitive Rules in Science and Mathematics: The Case of "More of A - More of B". International Journal of Science Education, 18, 653-667, 1996.
35. D. Tirosh, R. Stavy, Intuitive Rules in Science and Mathematics: The Case of "Everything Can be Divided by Two". International Journal of Science Education, 18, 669-683,1996.
36. R. Stavy, D. Tirosh, The Role of Intuitive Rules in Science and Mathematics Education. European Journal of Teacher Education, 19, 109-119, 1996.
37. D. Tirosh, R. Stavy, S. Cohen, Cognitive Conflict and intuitive rules. International Journal of Science Education, 20, 1257-1269, 1998.
38. D. Tirosh, R. Stavy, M. Aboulafia, Is it possible to confine the application of the intuitive rule: "Subdivision processes can always be repeated". International Journal of Mathematics Education in Science and Technology, 29, 813-815, 1998.
39. P. Tamir, R. Stavy, N. Ratner, Teaching science by inquiry assessment and learning. Journal of Biological Education, 33, 27-32, 1998.
40. D. Tirosh, R. Stavy, Intuitive rules: A way to explain and predict students' reasoning. Educational Studies in Mathematics, 38, 51-66, 1999.
41. D. Tirosh, R. Stavy, Intuitive rules and comparison tasks. International Journal of Mathematics Teaching and Learning, 1, 179-194, 1999.
42. G. Marbach-Ad, R. Stavy, Students' Cellular and Molecular Explanations of Genetic Phenomena. Journal of Biological Education, 34, 200-205, 2000.
43. G. Marbach-Ad, Y. Rotbain, R. Stavy, Using a bead model to teach high-school molecular biology. School Science Review, 87, 39-52, 2005.
44. Y. Rotbain, G. Marbach-Ad, R. Stavy, Enhancing high-school students’ understanding of molecular genetics by instruction with drawing-based activity. Journal of Biological Education 39, 174-178, 2005
45. Y. Rotbain, G. Marbach-Ad, R. Stavy, The Effect of Bead and Illustration Models on High School Student achievements in Molecular Genetics. Journal of Research in Science Teaching, 43, 500-529, 2006
46. R. Stavy, V. Goel, H. Critchley, R. Dolan, Intuitive interference in quantitative reasoning. Brain Research, 1073-1074, 383-388, 2006
47. R. Stavy, R. Babai, D. Tirosh, P. Tsamir, F. L. Lin, C. McRobbie, Are intuitive rules universal? International Journal of Science and Mathematics Education, 4, 417-436, 2006
48. R. Babai, T. Levyadun, R. Stavy, D. Tirosh, Intuitive rules in science and mathematics: A preliminary reaction time study. International Journal of Mathematics Education in Science and Technology, 8, 913-924, 2006
49. M. Osman, R. Stavy, Development of Intuitive Rules: Evaluating the application of the dual process: framework to understanding children’s intuitive reasoning. Psychonomic Bulletin & Review, 13, 935-953, 2006
50. R. Babai, T. Brecher, R. Stavy, D. Tirosh, Intuitive interference in probabilistic reasoning. International Journal of Science and Mathematics Education, 4, 627-639, 2006
51. Y. Rotbain, G. Marbach-Ad, R. Stavy, Using a computer animation to teach high school molecular biology. Journal of Science Education and Technology, 17, 49-58, 2008.
52. R. Stavy, R. Babai, Complexity of shapes and quantitative reasoning in geometry. Mind, Brain, and Education, 2, 170-176, 2008.
53. R. Babai, H. Zilber, R. Stavy, D. Tirosh, The effect of intervention on accuracy of students' responses and reaction times to geometry problems. International Journal of Science and Mathematics Education, 8, 185-201, 2010.
54. R. Babai, R. Sekal, R. Stavy, Persistence of the intuitive conception of living things in adolescence. Journal of Science Education and Technology, 19, 20-26, 2010.
55. R. Stavy, R. Babai, Overcoming intuitive interference in mathematics: Insights from behavioral, brain imaging and intervention studies. ZDM—The International Journal on Mathematics Education, 42, 621-633, 2010.
56. R. Babai, R. R. Eidelman, R. Stavy, Preactivation of inhibitory control mechanisms hinders intuitive reasoning. International Journal of Science and Mathematics Education, 10, 763-775, 2012.
57. R. Babai, N. Younis, R. Stavy, Involvement of inhibitory control mechanisms in overcoming intuitive interference. Neuroeducation, 3, 1-9, 2014.
58. R. Babai, E. Shalev, R. Stavy, A warning intervention improves students’ ability to overcome intuitive interference. ZDM—The International Journal on Mathematics Education, 47, 735-745, 2015.
59. R. Stavy, R. Babai, Problem solving in science and mathematics: Reaction time and brain imaging study. Megamot, 50, 24-52, 2016 (in Hebrew).
60. R. Babai, L. Nattiv, R. Stavy, Comparison of perimeters: improving students’ performance by increasing the salience of the relevant variable. ZDM—The International Journal on Mathematics Education, 48, 367-378, 2016.
61. R. Stavy, R. Babai, A. Y. Kallai. Proportional reasoning, the role of congruity and salience in behavioral and imaging research. Zeitschrift für Psychologie, 224, 266-276, 2016.
62. R. Babai, E. Cohen, R. Stavy, Proportional reasoning: Reducing the interference of natural numbers through an intervention based on the problem-solving framework of executive functions. Neuroeducation, 5, 109-118, 2018.
63. G. Allaire-Duqutte, R. Babai, R. Stavy, Interventions aimed at overcoming intuitive interference: Insights from brain-imaging and behavioral studies. Cognitive Processing, in press.
Chapters in books
1. S. Strauss, M. Ankori, N. Orpaz, R. Stavy, Schooling Effects on Proportional Reasoning. In Y. H. Pootinga (Ed.), Fundamental Issues in Cross Cultural Psychology. Amsterdam: Swets and Zeitlinger, 128-137, 1976.
2. R. Stavy, S. Strauss, N. Orpaz, C. Carmi, U-Shaped Behavioral Growth in Ratio Comparisons, or That's Funny I Would Not Have Thought You Were U-ish. In S. Strauss, R. Stavy (Eds.), U-Shaped Behavioral Growth. New York: Academic Press, 11-36, 1982.
3. S. Strauss, R. Stavy, U-Shaped Behavioral Growth: Implications for Theories of Development. In W. W. Hartup (Ed.), Review of Child Development Research. Chicago: University of Chicago Press, 547-599, 1982.
4. R. Stavy, Students' Conception of Matter. In P. Adey, J. Head, M. Shayer (Eds.), Adolescent Development and School Science. London: Falmer Press, 273-281, 1988.
5. Y. Eisen, R. Stavy, Development of a New Science Study Unit Following Research on Students' Ideas About Photosynthesis: A Case Study. In P. Adey, J. Head, M. Shayer (Eds.), Adolescent Development and School Science. London: Falmer Press, 295-301, 1988.
6. R. Stavy, T. Rager, Students' Conceptions of the Three Dimensions of the Quantity of Matter - Volume, Mass and Number of Particles: Static Systems. In P. L. Lijne, P. Licht, W. de Vos, A. J. Waarlo (Eds.), Relating Macroscopic Phenomena to Microscopic Pa-rticles - A Central Problem in Secondary Science Education. University of Utrecht: The Netherlands (CD-α Press), 233-246, 1990.
7. R. Stavy, States of Matter-Pedagogical Sequence and Teaching Strategies Based on Cognitive Research. In P. S. Fensham, R. F. Gunstone, R. T. White (Eds.), The Content of Science, A Constructivist Approach in Teaching and Learning. London: The Falmer Press, 221-236, 1994. (invited).
8. R. Stavy, Conceptual Development of Basic Ideas in Chemistry. In S. Glynn, R. Duit (Eds.), Learning Science in the Schools: Research Reforming Practice. Hillsdale, NJ: Lawrence Erlbaum, 131-154, 1995. (invited).
9. R. Stavy, Children's conceptions of the states of matter. In M. Michelini, S. P. Jona, D. Cobai (Eds.), Teaching the Science of Condensed Matter and New Materials. Udine, Italy: Forum, 81-94, 1996. (invited)
10. R. Stavy, D. Tirosh. Hacia una Teoria de las Reglas Intuitivas: El Caso de "a mas A, mas B". In M. Benlloch (Ed), La Education Cientifica: Mis alla de la Escuela.
Paidos, Barcelona, 2001.
11. P. Tsamir, D. Tirosh, R. Stavy, I. Ronen. Intuitive rules: A theory and its implications to mathematics and science teacher education. In H. Behrendt, H. Dahncke, R. Duit, W. Gruber, M. Komorek, A. Kross & P. Reiska (Eds.), Research in Science Education - Past, Present and Future (pp. 167-175). Dordrecht,: The Netherlands: Kluwer, 2001.
12. D. Tirosh, R. Stavy, P. Tsamir. Using the Intuitive Rules Theory as a Basis for Educating Teachers. In F. L. Lin, T. Cooney (Eds.), Making Sense of Mathematics Education. Kluwer Academic Publishers, 2001.
13. R. Stavy, P. Tsamir, D. Tirosh. Intuitive Rules: The Case of "More A-more B". In M. Limon and L. Mason (Eds.), Reconsidering Conceptual Change: Issues in Theory and Practice. Kluwer Academic Publishers, 2002.
14. R., Stavy, & R., Babai. The fallacy of intuitive thinking in science. In A. Henik (Ed.) Neuroscience, Cognition and Education final report, pp 119-156, 2009. (in Hebrew).
15. R. Stavy, & D. Tirosh. Alternative Conceptions and Intuitive Rules. In R. Gunstone (Ed), Encyclopedia of Science Education. Springer Netherlands, 2014. DOI: 10.1007/978-94-007-6165-0
16. R. Babai, & R., Stavy. Intuitive interference in science and mathematics education. In Z. Smyrnaiou, M. Riopel, & M. Sotiriou (Eds.) Recent Advances in Science and Technology Education, Ranging from Modern Pedagogies to Neuroeducation and Assessment, 2015. Cambridge Scholars Publishing.
17. R., Stavy, & R., Babai. Discrete and continuous presentation of quantities in science and mathematics education. In A Henik (Ed.) Continuous Issues In Numerical Cognition: How Many Or How Much, submitted.
Books
1. S. Strauss, R. Stavy, U-Shaped Behavioral Growth. New York: Academic Press, 1982.
2. R. Stavy, D. Tirosh. Studies in Science and Mathematics Education. Ramot Publishing Co., Tel Aviv University, Israel, (In Hebrew), 1996.
3. R. Stavy, Children's’ Knowledge of Science: Developmental and Instructional Aspects. Ramot Publishing Co., Tel Aviv University, Israel (in Hebrew), 1998.
4. R. Stavy, D. Tirosh, Theories and Practice in Science, Mathematics and Technology Education. Ramot Publishing Co., Tel Aviv University, Israel, (In Hebrew), 1998.
5. R. Stavy, D. Tirosh, How Students (Mis-)Understand Science and Mathematics: Intuitive Rules. Teachers College Press, USA, 2000.
Textbooks
1. R. Stavy, D. Stachel, Solid is Something Hard, The Concepts Solid and Liquid: Development and Learning. Ramot Publishing Co., Tel Aviv University, Israel (in Hebrew), 1986.
2. R. Stavy, Y. Eisen, And So on and So Forth … Material Cycles in Nature. Am Oved Publisher Ltd, Tel Aviv, Israel (in Hebrew), 1989.
3. Y. Eisen, R. Stavy, Round and Round: The development of concepts related to photosynthesis in students' thinking and in the history of science. Ramot Publishing Co., Tel Aviv University, Israel (in Hebrew), 1992.
4. M. Meidav, H. Netzer, R. Stavy, Our Universe: Stars, Nebulae, Galaxies. Ramot Publishing Co., Tel Aviv University, Israel (in Hebrew), 2002.
Curriculum materials
12 Science Curriculum Units for elementary and junior high school students (e.g. in the topics of States of Matter and Change of State; Chemical Solutions; Heat and Temperature; Photosynthesis).
