Interdisciplinary Science Education | Publications

    2024

  1. Exploring Features That Play a Role in Adolescents Science Identity Development

    Ofek-Geva E. & Fortus D. (2024), Research in Science Education. 54, 5, p. 867-889

    2.

    2023

  2. The Impact of the COVID-19 Lockdown on Parents and their Adolescent Children in Relation to Science Learning

    Ofek-Geva E., Vinker-Shuster M., Yeshayahu Y. & Fortus D. (2023), Research in Science Education. 53, 3, p. 541-558

    3.

  3. Disciplinary Learning Motivation and Its External Influencing Factors: Taking Physics in a \u201cSelection Crisis\u201d as an example

    Jian-Xin Y., Yu-Xuan X., Tian L., Chu-Fan D., Yu-Ying G. & Fortus D. (2023), Research in Science Education. 53, 4, p. 823-839

    4.

  4. Self-positioning in relation to science: the stories of nine adolescents

    Ofek E. & Fortus D. (2023), International Journal of Science Education. 46, 3, p. 240-280

    5.

  5. Transforming Issues-Based Science Education with Innovative Technologies

    Lin J., Neuman K., Sadler T. D. & Fortus D. (2023), Journal of Science Education and Technology. 33, 2, p. 157-160

    6.

  6. Conceptualization of Energy by Practicing Scientists: Do Researchers from Different Disciplines Grasp Energy as a Crosscutting Concept?

    Abramovitch S. & Fortus D. (2023), Education Sciences. 13, 12, 1179

    7.

  7. Shifting from Face-to-Face Instruction to Distance Learning of Science in China and Israel During COVID-19: Students Motivation and Teachers Motivational Practices

    Fortus D., Lin J. & Passentin S. (2023), International Journal of Science and Mathematics Education. 21, 7, p. 2173-2183

    8.

    2022

  8. The role of affect in science literacy for all

    Fortus D., Lin J., Neumann K. & Sadler T. D. (2022), International Journal of Science Education. 44, 4, p. 535-555

    9.

    2021

  9. Exploration of Teacher-Student Neural Coupling Occurring During the Teaching and Learning of Science

    Lamb R., Fortus D., Sadler T., Neumann K., Kavner A. & Annetta L. (2021), Educational Innovations and Emerging Technologies. 1, 1, p. 15-31

    10.

  10. How do the personal experiences of adolescents aged 10-14 affect their affinity toward science and for science learning?

    Ofek-Geva E. & Fortus D. (2021), Journal of research in science teaching : the official journal of the National Association for Research in Science Teaching.

    11.

  11. The Onset of Puberty and Adolescents Motivation to Learn Science

    Fortus D., Ofek-Geva E., Vinker-Shuster M., Mehlman T., Malitsky S., Brandis A. & Yeshayahu Y. (2021), Adolescent Health

    12.

  12. Changes to students motivation to learn science

    Fortus D. & Touitou I. (2021), Disciplinary and Interdisciplinary Science Education Research. 3, 1, 1

    13.

  13. Exploring a pathway towards energy conservation through emphasizing the connections between energy, systems, and fields

    Kubsch M., Opitz S., Nordine J., Neumann K., Fortus D. & Krajcik J. (2021), Disciplinary and Interdisciplinary Science Education Research. 3, 1, 2

    14.

    2020

  14. Supporting Students in Using Energy Ideas to Interpret Phenomena: The Role of an Energy Representation

    Kubsch M., Nordine J., Fortus D., Krajcik J. & Neumann K. (2020), International Journal of Science and Mathematics Education. 18, 8, p. 1635-1654

    15.

  15. Transferring Knowledge in a Knowledge-in-Use Task-Investigating the Role of Knowledge Organization

    Kubsch M., Touitou I., Nordine J., Fortus D., Neumann K. & Krajcik J. (2020), Education Sciences. 10, 1, 20

    16.

  16. When goals do not concur: conflicting perceptions of school science

    Fortus D. & Daphna L. (2020), Disciplinary and Interdisciplinary Science Education Research. 2, 6

    17.

    2019

  17. Students' self-efficacy for science in different school systems

    Dorfman B. & Fortus D. (2019), Journal of Research in Science Teaching. 56, 8, p. 1037-1059

    18.

  18. Systems, transfer, and fields: Evaluating a new approach to energy instruction

    Fortus D., Kubsch M., Bielik T., Krajcik J., Lehavi Y., Neumann K., Nordine J., Opitz S. & Touitou I. (2019), Journal of Research in Science Teaching. 56, 10, p. 1341-1361

    19.

    2018

  19. Modelling energy transfers between systems to support energy knowledge in use

    Nordine J., Fortus D., Lehavi Y., Neumann K. & Krajcik J. (2018), Studies in Science Education. 54, 2, p. 177-206

    20.

  20. Teachers' Mastery Goals: Using a Self-Report Survey to Study the Relations between Teaching Practices and Students' Motivation for Science Learning

    Vedder-Weiss D. & Fortus D. (2018), Research in Science Education. 48, p. 181-206

    21.

    2017

  21. Adolescents goal orientations for science in single-gender Israeli religious schools

    Fortus D. & Daphna L. (2017), International Journal of Science Education. 39, 1, p. 86-103

    22.

    2016

  22. High School Students Meta-Modeling Knowledge

    Fortus D., Shwartz Y. & Rosenfeld S. (2016), Research in Science Education. 46, p. 787-810

    23.

    2015

  23. Assessing the role of curriculum coherence in student learning about energy

    Fortus D., Adams L., Krajcik J. & Reiser B. J. (2015), Journal of Research in Science Teaching. 52, 10, p. 1408-1425

    24.

    2014

  24. Attending to affect

    Fortus D. (2014), Journal of Research in Science Teaching. 51, 7, p. 821-835

    25.

  25. Measuring students' continuing motivation for science learning

    Fortus D. & Vedder Weiss W. D. (2014), Journal of Research in Science Teaching. 51, 4, p. 497-522

    26.

    2013

  26. School, teacher, peers, and parents' goals emphases and adolescents' motivation to learn science in and out of school

    Vedder Weiss W. D. & Fortus D. (2013), Journal of Research in Science Teaching. 50, 8, p. 952-988

    27.

  27. South African physical sciences teachers' perceptions of new content in a revised curriculum

    Ramnarain U. & Fortus D. (2013), South African Journal of Education. 33, 1, p. 1-15

    28.

    2012

  28. Adolescents' declining motivation to learn science: A follow-up study

    Vedder Weiss D. & Fortus D. (2012), Journal of Research in Science Teaching. 49, 9, p. 1057-1095

    29.

    2011

  29. Adolescents' Declining motivation to learn science: Inevitable or not?

    Vedder Weiss D. & Fortus D. (2011), Journal of Research in Science Teaching. 48, 2, p. 199-216

    30.

  30. Transforming energy instruction in middle school to support integrated understanding and future learning

    Nordine J., Krajcik J. & Fortus D. (2011), Science Education. 95, 4, p. 670-699
    Submitted Version

    31.

    2010

  31. Developing Students' Sense of Purpose With a Driving Question Board

    Weizman A., Shwartz Y. & Fortus D. (2010), Exemplary Science For Resolving Societal Challenges. p. 111-130

    32.

    2009

  32. The Importance of Learning to Make Assumptions

    Fortus D. (2009), Science Education. 93, 1, p. 86-108

    33.

  33. Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners

    Schwarz C. V., Reiser B. J., Davis E. A., Kenyon L., Acher A., Fortus D., Shwartz Y., Hug B. & Krajcik J. (2009), Journal of Research in Science Teaching. 46, 6, p. 632-654

    34.

    2008

  34. The IQWST experience: Using coherence as a design principle for a middle school science curriculum

    Shwartz Y., Weizman A., Fortus D., Krajcik J. & Reiser B. (2008), Elementary School Journal. 109, 2, p. 199-219

    35.

    2004

  35. Design-based science and student learning

    Fortus D., Dershimer R., Krajcik J., Marx R. & Mamlok-Naaman R. (2004), Journal of Research in Science Teaching. 41, 10, p. 1081-1110

    36.