2024

  1. Enhancing Mathematization in Physics Education by Digital Tools

    Ivanjek L., Perl-Nussbaum D., Solvang L., Yerushalmi E. & Pospiech G. (2024), Physics Education Today. Fazio C. & Logman P. (eds.). p. 35-53

    2.

  2. The value of using different types of physics problems to help students become proficient problem-solvers

    Good M., Marshman E., Yerushalmi E. & Singh C. (2024), Physics Education. 59, 1, 015018

    3.

  3. Physics card games to support knowledge organization: design considerations and teachers attitudes

    Levy S., Perl-Nussbaum D. & Yerushalmi E. (2024), Physics Education. 59, 5, 055010

    4.

    2023

  4. Interdisciplinary dialogic argumentation among out-of-field and in-field physics teachers

    Perl-Nussbaum D., Schwarz B. B. & Yerushalmi E. (2023), Science Education

    5.

  5. One-Shot GW Transport Calculations: A Charge-Conserving Solution

    Klein D. & Michaeli K. (2023), The journal of physical chemistry letters. 14, 4, p. 897-904

    6.

  6. Giant chirality-induced spin selectivity of polarons

    Klein D. & Michaeli K. (2023), Physical Review B. 107, 4, 045404

    7.

  7. Chiral molecules and magnets as efficient thermoelectric converters

    Klein D. & Michaeli K. (2023), Physical Review B. 108, 7, 075407

    8.

    2022

  8. High school students perceptions on the relevance of inquiry-oriented instructional labs as introduction to an extended research project

    Perl-Nussbaum D. & Yerushalmi E. (2022), Physical review. Physics education research. 18, 1, 010137

    9.

    2021

  9. Integrating Experimental Research Practices: Teachers' Professional Development in Significantly Different Educational Settings

    Levy S., Langley D. & Yerushalmi E. (2021), Long-term Research and Development in Science Education: What Have We Learned?.

    10.

  10. Highlighting considerations in experimental design: the case of multimeters

    Levy S., Noga A., Kapach Z. & Yerushalmi E. (2021), Physics Education. 57, 1, 15018

    11.

    2020

  11. Teacher-sourcing semantic information in a Physics blended-learning environment

    Yacobson E., Bar-Yosef A., Hen E. & Alexandron G. (2020)

    12.

  12. Physics postgraduate teaching assistants' grading approaches: conflicting goals and practices

    Marshman E., Maries A., Sayer R. T., Henderson C., Yerushalmi E. & Singh C. (2020), European Journal of Physics. 41, 5, 055701

    13.

  13. Science Teachers' Attitudes towards Computational Modeling in the Context of an Inquiry-Based Learning Module

    Langbeheim E., Perl D. & Yerushalmi E. (2020), Journal of Science Education and Technology, 6, p. 785-796

    14.

  14. Motivators, contributors, and inhibitors to physics teacher-leaders professional development in a program of professional learning communities

    Levy S., Bagno E., Berger H. & Eylon B. S. (2020), STEM Teachers and Teaching in the Digital Era:Professional Expectations and Advancement in the 21st Century Schools. p. 159-184

    15.

  15. Graduate teaching assistants' views of broken-into-parts physics problems: Preference for guidance overshadows development of self-reliance in problem solving

    Good M., Marshman E., Yerushalmi E. & Singh C. (2020), Physical Review Physics Education Research. 16, 1, 010128

    16.

  16. Shifting the learning gears: Redesigning a project-based course on soft matter through the perspective of constructionism

    Langbeheim E., Abrashkin A., Steiner A., Edri H., Safran S. & Yerushalmi E. (2020), Physical Review Physics Education Research. 16, 2, 020147

    17.

    2019

  17. Extending the Boundaries of High-School Physics: Introducing Computational Modeling of Complex Systems

    Langbeheim E., Edri H., Schulmann N., Safran S. A. & Yerushalmi E. (2019), Physics Teaching and Learning: Challenging the Paradigm. p. 111-134

    18.

    2018

  18. The challenges of changing teaching assistants' grading practices: Requiring students to show evidence of understanding

    Marshman E., Sayer R., Henderson C., Yerushalmi E. & Singh C. (2018), Canadian Journal of Physics. 96, 4, p. 420-437

    19.

  19. Physics teaching assistants' views of different types of introductory problems: Challenge of perceiving the instructional benefits of context-rich and multiple-choice problems

    Good M., Marshman E., Yerushalmi E. & Singh C. (2018), Physical Review Physics Education Research. 14, 2, 020120

    20.

    2017

  20. Classroom Evidence of Teachers' PCK of the Interplay of Physics and Mathematics

    Lehavi Y., Bagno E., Eylon B. S., Mualem R., Pospiech G., Boehm U., Krey O. & Karam R. (2017), Key Competences in Physics Teaching and Learning:Selected Contributions from the International Conference GIREP EPEC 2015, Wrocław Poland, 610 July 2015. p. 95-104

    21.

  21. Integrating Science Education Research and History and Philosophy of Science in Developing an Energy Curriculum

    Lehavi Y. & Eylon B. (2017), History, Philosophy and Science Teaching: New Perspectives. p. 235-260

    22.

    2016

  22. Engagement in theoretical modelling in research apprenticeships for capable high school students

    Langbeheim E., Safran S. A. & Yerushalmi E. (2016), International Perspectives on Science Education for the Gifted:Key issues and challenges. p. 43-56

    23.

  23. Computer modeling as a scientific means of training prospective physics teachers

    Khazina S., Ramsky Y. & Eylon B. S. (2016), EDULEARN16: 8TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES, p. 7699-7709

    24.

    2015

  24. The Effect Of Computer Science On Physics Learning In A Computational Science Environment

    Taub R., Armoni M., Bagno E. & Ben-Ari M. M. (2015), Computers & Education. 87, p. 10-23

    25.

    2014

  25. Visualizing the entropy change of a thermal reservoir

    Langbeheim E., Safran S. A. & Yerushalmi E. (2014), Journal of Chemical Education. 91, 3, p. 380-385

    26.

  26. Problem solving vs. troubleshooting tasks: the case of sixth-grade students studying simple electric circuits

    Safadi R. & Yerushalmi E. (2014), International Journal of Science and Mathematics Education. 12, 6, p. 1341-1366

    27.

    2013

  27. Supporting teachers who introduce curricular innovations into their classrooms: A problem-solving perspective

    Yerushalmi E. & Eylon B. S. (2013), Physical Review Special Topics-Physics Education Research. 9, 1, 010121

    28.

  28. Evolution in students' understanding of thermal physics with increasing complexity

    Langbeheim E., Safran S., Livne S. & Yerushalmi E. (2013), Physical Review Special Topics - Physics Education Research. 9, 2, 020117

    29.

  29. Knowledge Integration While Interacting with an Online Troubleshooting Activity

    Yerushalmi E., Puterkovsky M. & Bagno E. (2013), Journal of Science Education and Technology. 22, 4, p. 463-474

    30.

  30. Design guidelines for adapting scientific research articles: an example from an introductory level, interdisciplinary program on soft matter

    Langbeheim E., Safran S. & Yerushalmi E. (2013), 2012 Physics Education Research Conference. 1513, 1, p. 23-26

    31.

  31. The challenge of teaching soft matter at the introductory level

    Yerushalmi E. (2013), Soft Matter. 9, 22, p. 5316-5318

    32.

  32. Teaching assistants' beliefs regarding example solutions in introductory physics

    Lin S. Y., Henderson C., Mamudi W., Singh C. & Yerushalmi E. (2013), Physical Review Special Topics-Physics Education Research. 9, 1, 010120

    33.

    2012

  33. What do students do when asked to diagnose their mistakes? Does it help them? I. An atypical quiz context

    Yerushalmi E., Cohen E., Mason A. & Singh C. (2012), Physical Review Special Topics-Physics Education Research. 8, 2

    34.

  34. A Metacognitive Teaching Strategy for Preservice Teachers: Collaborative Diagnosis of Conceptual Understanding in Science

    Eldar O., Eylon B. S. & Ronen M. (2012), Metacognition In Science Education: Trends In Current Research. p. 225-250

    35.

  35. What do students do when asked to diagnose their mistakes? Does it help them? II. A more typical quiz context

    Yerushalmi E., Cohen E., Mason A. & Singh C. (2012), Physical Review Special Topics-Physics Education Research. 8, 2, 020110

    36.

  36. The Group Administered Interactive Questionnaire: An Alternative to Individual Interviews

    Yerushalmi E., Henderson C., Mamudi W., Singh C. & Lin S. (2012), 2011 Physics Education Research Conference. 1413, p. 97-100

    37.

  37. Erratum: "Introductory physics going soft" [Am. J. Phys. 80, 51-60 (2012)]

    Langbeheim E., Livne S., Safran S. A. & Yerushalmi E. (2012), American Journal of Physics. 80, 4, p. 348

    38.

    2011

  38. Utilizing public scientific web lectures to teach contemporary physics at the high school level: A case study of learning

    Kapon S., Ganiel U. & Eylon B. S. (2011), Physical Review Special Topics-Physics Education Research. 7, 2, 020108

    39.

  39. Introductory physics going soft

    Langbeheim E., Livne S., Yerushalmi E. & Safran S. (2011), American Journal of Physics. 80, 1, p. 51-60

    40.

    2010

  40. Explaining the unexplainable: Translated scientific explanations (TSE) in public physics lectures

    Kapon S., Ganiel U. & Eylon B. S. (2010), International Journal of Science Education. 32, 2, p. 245-264

    41.

  41. Junior high school physics: Using a qualitative strategy for successful problem solving

    Mualem R. & Eylon B. S. (2010), Journal of Research in Science Teaching. 47, 9, p. 1094-1115

    42.

  42. Four Enhanced Science Learning Dimensions: The Physics & Industry Programme

    Langley D., Arieli R. & Eylon B. S. (2010), Teaching and Learning Physics today: Challenges? Benefits?. p. 657-668

    43.

  43. Instructors' reasons for choosing problem features in a calculus-based introductory physics course

    Yerushalmi E., Cohen E., Heller K., Heller P. & Henderson C. (2010), Physical Review Special Topics-Physics Education Research. 6, 2, 020108

    44.

    2009

  44. Teaching physics in junior high school: Crossing the borders of fear

    Mualem R. & Eylon B. S. (2009), European Journal of Teacher Education. 32, 2, p. 135-150

    45.

  45. Self-Diagnosis, Scaffolding and Transfer in a More Conventional Introductory Physics Problem

    Yerushalmi E., Mason A., Cohen E. & Singh C. (2009), 2009 Physics Education Research Conference. 1179, p. 23-26

    46.

    2008

  46. Effect of Self Diagnosis on Subsequent Problem Solving Performance

    Yerushalmi E., Mason A., Cohen E. & Singh C. (2008), 2008 Physics Education Research Conference. 1064, p. 53-56

    47.

  47. Professional development of physics teachers in an evidence-based blended learning program

    Berger H., Eylon B. S. & Bagno E. (2008), Journal of Science Education and Technology. 17, 4, p. 399-409

    48.

  48. An evidence-based continuous professional development programme on knowledge integration in physics: A study of teachers' collective discourse

    Eylon B. S., Berger H. & Bagno E. (2008), International Journal of Science Education. 30, 5, p. 619-641

    49.

    2007

  49. Physics faculty beliefs and values about the teaching and learning of problem solving. I. Mapping the common core

    Yerushalmi E., Henderson C., Heller K., Heller P. & Kuo V. (2007), Physical Review Special Topics-Physics Education Research. 3, 2

    50.

  50. Physics faculty beliefs and values about the teaching and learning of problem solving. II. Procedures for measurement and analysis

    Henderson C., Yerushalmi E., Kuo V. H., Heller K. & Heller P. (2007), Physical Review Special Topics-Physics Education Research. 3, 2, 020110

    51.

    2006

  51. Research-design model for professional development of teachers: Designing lessons with physics education research

    Eylon B. S. & Bagno E. (2006), Physical Review Special Topics-Physics Education Research. 2, 2, 020106

    52.

    2005

  52. Teachers' investigation of students' self-perceptions regarding physics learning and problem-solving

    Yerushalmi E., Eylon B. S. & Seggev R. (2005), AIP conference proceedings. 790, p. 181-184

    53.

    2004

  53. Grading student problem solutions: The challenge of sending a consistent message

    Henderson C., Yerushalmi E., Kuo V., Heller P. & Heller K. (2004), American Journal of Physics. 72, 2, p. 164-169

    54.

    2001

  54. Instructors Ideas about Problem Solving Setting Goals

    Henderson C., Heller K., Heller P., Kuo V. H. & Yerushalmi E. (2001)

    55.

    2000

  55. From fragmented knowledge to a knowledge structure: Linking the domains of mechanics and electromagnetism

    Bagno E., Eylon B. S. & Ganiel U. (2000), American Journal of Physics. 68, 7 SUPPL. 1, p. S16-S26

    56.

    1997

  56. Light Propagation and Visual Patterns: Preinstruction Learners' Conceptions

    Langley D., Ronen M. & Eylon B. S. (1997), Journal of Research in Science Teaching. 34, 4, p. 399-424

    57.

  57. From problem solving to a knowledge structure: An example from the domain of electromagnetism

    Bagno E. & Eylon B. S. (1997), American Journal of Physics. 65, 8, p. 726-736

    58.

    1993

  58. Designing and using an open graphic interface for instruction in geometrical optics

    Ronen M., Eylon B. S., RIVLIN O. & Ganiel U. (1993), Computers & Education. 20, 4, p. 299-309

    59.

    1990

  59. Macromicro relationships: The missing link between electrostatics and electrodynamics in students reasoning

    Eylon B. S. & Ganiel U. (1990), International Journal of Science Education. 12, 1, p. 79-94

    60.

    1988

  60. From assumption of knowledge to knowledgeable considerations: A class activity on ionizing radiation and its biological effects

    Ronen M. & Ganiel U. (1988), International Journal of Science Education. 10, 5, p. 523-529

    61.

  61. Learning and Instruction: An Examination of Four Research Perspectives in Science Education

    Eylon B. S. & Linn M. (1988), Review of Educational Research. 58, 3, p. 251-301

    62.

    1986

  62. Forgetting versus savings: The many facets of longterm retention

    Arzi H. J., Ben-Zvi R. & Ganiel U. (1986), Science Education. 70, 2, p. 171-188

    63.

    1985

  63. Learning difficulties in high school physics: Development of a remedial teaching method and assessment of its impact on achievement

    Idar J. & Ganiel U. (1985), Journal of Research in Science Teaching. 22, 2, p. 127-140

    64.

    1984

  64. Can teachers speak for their students? a comparison between teachers and students evaluation of a school science course

    ARZI H., BENZVI R. & Ganiel U. (1984), European Journal of Science Education. 6, 4, p. 379-386

    65.