2026

  1. Relating Metaknowledge and Modeling Practices in Connection to Content Knowledge about the Phenomenon

    Engelschalt P., Fortus D., Krüger D. & Upmeier zu Belzen A. (2026), Research in Science Education

    2.

  2. Which Knowledge Do Pre-Service Teachers Need to Meaningfully Engage in Modeling?

    Engelschalt P., Maslyak E., Fortus D., Kruger D. & Belzen A. U. Z. (2026), Journal of Research in Science Teaching. 63, 4-5, p. 352-371

    3.

  3. Beyond Implementation: How Teachers Reflect, Adapt, and Grow with an Innovative Science Curriculum

    Lesnefsky R. R., Sadler T. D. & Fortus D. (2026), Journal of Science Teacher Education. 37, 3

    4.

    2025

  4. Restructuring the science curriculum around grand challenges

    Sadler T. D., Xu Z. & Fortus D. (2025), International Journal of Science Education. 47, 15-16, p. 2093-2112

    5.

  5. What Explains Teachers Trust in AI in Education Across Six Countries?

    Viberg O., Cukurova M., Feldman-Maggor Y., Alexandron G., Shirai S., Kanemune S., Wasson B., Tømte C., Spikol D., Milrad M., Coelho R. & Kizilcec R. F. (2025), International Journal of Artificial Intelligence in Education. 35, 3, p. 1288-1316

    6.

  6. Implementing Grand Challenges: A Case Study of Implementing Innovative Curricula

    Lesnefsky R. R., Sadler T. D. & Fortus D. (2025), Research in Science Education. 55, 4, p. 743-769

    7.

  7. Reinventing Science Standards to Better Support Meaningful Science Learning

    Nordine J. & Fortus D. (2025), Journal of Research in Science Teaching. 63, 1, p. 83-96

    8.

  8. Motivational shifts when moving from face-to-face to distance learning

    Passentin S. & Fortus D. (2025), International Journal of Science Education. 47, 14, p. 1810-1829

    9.

  9. Motivating science learning when shifting from face-to-face instruction to distance learning: comparing teachers and students perspective

    Passentin S. & Fortus D. (2025), International Journal of Science Education

    10.

    2024

  10. Rethinking learning progressions for energy

    Fortus D. & Nordine J. (2024), Handbook of Research on Science Learning Progressions. Yan D., Jin H. & Krajcik J. (eds.). 1st ed. p. 219-232

    11.

  11. Transforming Issues-Based Science Education with Innovative Technologies

    Lin J., Neuman K., Sadler T. D. & Fortus D. (2024), Journal of Science Education and Technology. 33, 2, p. 157-160

    12.

  12. 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

    13.

  13. Middle school students' use of the energy concept to engage in new learning: What ideas matter?

    Nordine J., Kubsch M., Fortus D., Krajcik J. & Neumann K. (2024), Journal of Research in Science Teaching. 61, 9, p. 2191-2222

    14.

    2023

  14. 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

    15.

  15. 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

    16.

  16. 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

    17.

  17. 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

    18.

  18. 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

    19.

    2022

  19. 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

    20.

    2021

  20. 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.

    21.

  21. 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

    22.

  22. Changes to students motivation to learn science

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

    23.

  23. 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

    24.

  24. 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

    25.

    2020

  25. 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

    26.

  26. Supporting Contextualization: Lessons Learned from Throughout the Globe

    Fortus D. & Krajcik J. (2020), International Perspectives on the Contextualization of Science Education. p. 175-183

    27.

  27. 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

    28.

  28. What energy ideas matter for future learning?

    Kubsch M., Nordine J., Neumann K., Fortus D. & Krajcik J. (2020), 14th International Conference of the Learning Sciences. Horn I. S. & Gresalfi M. (eds.). Vol. 3. p. 1721-1722

    29.

  29. 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. 29, 6, p. 785-796

    30.

    2019

  30. Using Storylines to Support Three-Dimensional Learning in Project-Based Science

    Nordine J., Krajcik J., Fortus D. & Neumann K. (2019), Science scope (Washington, D.C.). 42, 6

    31.

  31. 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

    32.

  32. 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

    33.

  33. Probing the relation between students' integrated knowledge and knowledge-in-use about energy using network analysis

    Kubsch M., Nordine J., Neumann K., Fortus D. & Krajcik J. (2019), Eurasia Journal of Mathematics, Science and Technology Education. 15, 8, em1728

    34.

    2018

  34. Measuring integrated knowledge a network analytical approach

    Kubsch M., Nordine J., Neumann K., Fortus D. & Krajcik J. (2018), Proceedings of International Conference of the Learning Sciences, ICLS. 3, 2018-June, p. 1369-1370

    35.

  35. 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

    36.

  36. 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, 1, p. 181-206

    37.

  37. The challenge of assessing “knowledge in use”: Examples from three-dimensional science learning and instruction

    Pellegrino J. W., Gane B., Zaidi S., Harris C. J., Alozie N., Pennock P., Severance S., Neumann K., Fortus D., Krajcik J., Nordine J., Furtak E. M., Briggs D., Chattergoon R., Penuel W. R., Wingert K. & Van Horne K. (2018), Proceedings of International Conference of the Learning Sciences, ICLS. 2, 2018-June, p. 1211-1218

    38.

    2017

  38. Adaptation of middle school science teaching to the developmental perspective of Waldorf education

    Fortus D. & Alfasi R. (2017), קריאת ביניים : ביטאון למורי מדע וטכנולוגיה בחטיבת הביניים. 28-29, p. 56-60

    39.

  39. Teachers' views on implementing storytelling as a way to motivate inquiry learning in high-school chemistry teaching

    Peleg R., Yayon M., Katchevich D., Mamlok-Naaman R., Fortus D., Eilks I. & Hofstein A. (2017), Chemistry Education Research and Practice. 18, 2, p. 304-309
    Submitted Version

    40.

  40. 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

    41.

    2016

  41. High School Students Meta-Modeling Knowledge

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

    42.

    2015

  42. 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

    43.

    2014

  43. Attending to affect

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

    44.

  44. 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

    45.

    2013

  45. 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

    46.

    2012

  46. 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

    47.

    2011

  47. 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

    48.

  48. 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

    49.

    2010

  49. 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

    50.

    2009

  50. The importance of learning to make assumptions

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

    51.

    2008

  51. 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

    52.

    2004

  52. 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

    53.