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. 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.

    2023

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

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

    4.

    2022

  4. High school students\u2019 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

    5.

    2021

  5. Instructors’ Ideas about Problem Solving – Setting Goals

    Henderson C., Heller K., Heller P., Kuo V. H. & Yerushalmi E. (2021)

    6.

  6. מנגנוני שיתוף בין מורים בסביבת PeTeL: (מאמר קצר)

    Eylon B. S. & Bar-Yosef A. (2021)

    7.

  7. Long-term research and development in science education: what have we learned?

    Hofstein A., Arcavi A., Eylon B. & Yarden A. (2021)

    8.

  8. 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?.

    9.

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

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

    10.

    2020

  10. 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

    11.

  11. Fostering Change in Science Education: The Israeli Experience

    Ganiel U. (2020)

    12.

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

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

    13.

  13. Re-defining lab norms via professional learning communities of physics teachers

    Levy S., Kapach Z., Magen E. & Yerushalmi E. (2020)

    14.

  14. Strong preference among graduate student teaching assistants for problems that are broken into parts for their students overshadows development of self-reliance in problem-solving

    Good M., Marshman E., Singh C. & Yerushalmi E. (2020)

    15.

  15. 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

    16.

  16. 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

    17.

  17. Motivators, contributors, and inhibitors to physics teacher-leaders\u2019 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

    18.

  18. 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

    19.

    2019

  19. Using Self-video-based Discourse in Training Physics Teachers

    Lehavi Y., Merzel A., Segal R., Baram A. & Eylon B. (2019), Concepts, Strategies and Models to Enhance Physics Teaching and Learning. p. 159-169

    20.

  20. Starting with Physics: A Problem-Solving Activity for High-School Students Connecting Physics and Mathematics

    Bagno E., Berger H., Magen E., Polingher C., Lehavi Y. & Eylon B. (2019), Mathematics in Physics Education. p. 317-331

    21.

  21. 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

    22.

  22. Views and Strategies of Teachers Concerning the Role of Mathematics and Physics in Physics Lessons

    Pospiech G., Lehavi Y., Bagno E. & Eylon B. (2019), Concepts, Strategies and Models to Enhance Physics Teaching and Learning. p. 181-192

    23.

  23. Physics Teacher-Leaders' Learning in a National Program of Regional Professional Learning Communities

    Levy S., Bagno E., Berger H. & Eylon B. S. (2019), Proceedings of the Physics Education Research Conference (PERC). p. 235-238

    24.

  24. Role of Teachers as Facilitators of the Interplay Physics and Mathematics

    Pospiech G., Eylon B., Bagno E. & Lehavi Y. (2019), Mathematics in Physics Education. p. 269-291

    25.

  25. Taking the Phys-Math Interplay from Research into Practice

    Lehavi Y., Mualem R., Bagno E., Eylon B. & Pospiech G. (2019), Mathematics in Physics Education. p. 335-353

    26.

  26. Mathematics in Physics Education

    Pospiech G., Michelini M. & Eylon B. S. (2019)

    27.

    2018

  27. 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

    28.

  28. Educating the Eye: The Agam Program for Visual Thinking

    Hershkowitz R., Markovits Z., Rosenfeld S., Ilani L. & Eylon B. S. (2018), K-12 mathematics education in Israel: issues and innovations. p. 97-106

    29.

  29. Design-Centric Research-Practice Partnerships: Three Key Lenses for Building Productive Bridges Between Theory and Practice

    Kali Y., Eylon B., McKenney S. & Kidron A. (2018), Learning, Design, and Technology: An International Compendium of Theory, Research, Practice, and Policy. p. 1-30

    30.

  30. Graduate teaching assistants’ perceptions of a context-rich introductory physics problem

    Good M., Marshman E., Yerushalmi E. & Singh C. (2018)

    31.

  31. Using self-video-based conversation in training mathematics teacher instructors. Accepted to Research Report

    Segal R., Lehavi Y., Merzel A., Baram A. & Eylon B. S. (2018), Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education. Vol. 4. p. 139-146

    32.

  32. Elevating physics teachers’ instruction using video-based didactics - A model of growth in professional awareness

    Merzel A., Lehavi Y., Segal R., Baram A. & Eylon B. S. (2018)

    33.

  33. 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

    34.

    2017

  34. 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, 6\u201310 July 2015. p. 95-104

    35.

  35. Using self-video-based conversations in training physics teachers

    Lehavi Y., Merzel A., Segal R., Baram A. & Eylon B. S. (2017)

    36.

  36. 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

    37.

    2016

  37. Learning from mistakes: The effect of students' written self-diagnoses on subsequent problem solving

    Mason A., Yerushalmi E., Cohen E. & Singh C. (2016), Physics Teacher. 54, 2, p. 87-90

    38.

  38. 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

    39.

  39. Physics graduate teaching assistants' beliefs about a grading rubric: Lessons learned

    Yerushalmi E., Sayer R., Marshman E., Henderson C. & Singh C. (2016)

    40.

  40. 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

    41.

  41. Graduate teaching assistants use different criteria when grading introductory physics vs. quantum mechanics problems

    Henderson C., Marshman E., Sayer R., Singh C. & Yerushalmi E. (2016)

    42.

    2015

  42. Problem Solving in Science Learning

    Yerushalmi E. & Eylon B. (2015), Encyclopedia of Science Education. p. 786-790

    43.

  43. Curriculum Development

    Eylon B. & Hofstein A. (2015), Encyclopedia of Science Education. p. 259-264

    44.

  44. An online community of physics teachers as a professional development framework

    Hans M., Bagno E., Berger JOSEPHS H., Eylon B. S., Levy S., Magen E., Shvarzbord J. H., Veisman I. & Walter M. (2015), INTED2015 Proceedings. p. 5068-5077

    45.

  45. 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

    46.

  46. Towards a PCK of Physics and Mathematics interplay

    Lehavi Y., Bagno E., Eylon B. S., Mualem R., Pospiech G., Bohm U., Krey O. & Karam R. (2015)

    47.

  47. Grading Practices and Considerations of Graduate Students at the Beginning of their Teaching Assignment

    Yerushalmi E., Marshman E., Maries A., Henderson C. R. & Singh C. (2015)

    48.

  48. Instructional Goals and Grading Practices of Graduate Students after One Semester of Teaching Experience

    Henderson C., Marshman E., Maries A., Yerushalmi E. & Singh C. (2015)

    49.

    2014

  49. 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

    50.

  50. Getting started in Physics Projects: Students' initial views

    Langley D., Eylon B. S. & Arieli R. (2014), Teaching/Learning Physics: Integrating Research into Practice. p. 177-178

    51.

  51. Focusing on Changes in Teaching about Energy

    Lehavi Y., Eylon B. S., Hazan A., Bamberger Y. & Weizman A. (2014), Proceedings of The World Conference on Physics Education 2012. p. 491-498

    52.

  52. Discussion of Strand on Energy in Lower Secondary School

    Eylon B. S. & Lehavi Y. (2014), Proceedings of The World Conference on Physics Education 2012. p. 523-526

    53.

  53. The Impact of Diagnosing Teacher-Made Erroneous Solutions, With the Aid of On-Line Prompts and Feedback, on Students' Diagnostic Skills

    Ailabouni S., Safadi R. & Yerushalmi E. (2014)

    54.

  54. 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

    55.

  55. The Scaffolded Knowledge Integration Framework for Instruction

    Linn M. C., Davis E. A. & Eylon B. S. (2014), Internet environments for science education.

    56.

    2013

  56. Learning with RAY: A simulation environment for geometrical optics

    Eylon B. S. & Ronen M. (2013)

    57.

  57. 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

    58.

  58. Foreword

    Eylon B. S. (2013), Embracing the social and the creative: new scenarios for teacher education. p. V-VIII

    59.

  59. 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

    60.

  60. Designing a collaborative platform in order to respond to different use profiles of educators

    Bar-Yosef A. & Eylon B. S. (2013)

    61.

  61. 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

    62.

  62. 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

    63.

  63. 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

    64.

  64. Explicit instruction of learning skills for science embedded in physics learning materials

    Shapiro T., Eylon B. S. & Scherz Z. (2013), EDULEARN13 Proceedings. p. 2253-2258

    65.

  65. Teachers' concept image of energy

    Lehavi Y. & Eylon B. S. (2013)

    66.

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

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

    67.

  67. אינטגרציה של ידע: פרספקטיבה קונסטרוקטיביסטית ללמידה והוראה, דוגמאות מתחום הפיזיקה

    Eylon B. S., Eldar O., Berger H., Bagno E. & Ronen M. (2013), ללמוד, להבין, לדעת : מסע בנתיבי ההוראה הקונסטרוקטיביסטית. p. 194-233

    68.

    2012

  68. 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

    69.

  69. 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

    70.

  70. 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

    71.

  71. Self Assembly in Soft Materials

    Langbeheim E., Livne S., Safran S. & Yerushalmi E. (2012), על כימיה. 20, p. 22-28

    72.

  72. 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

    73.

  73. 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

    74.

  74. Meta-analysis of students' discourse in the context of online diagnostic activities in physics

    Yerushalmi E. (2012)

    75.

  75. TA-designed vs. research-oriented problem solutions

    Lin S., Singh C., Mamudi W., Henderson C. R. & Yerushalmi E. (2012), 2011 Physics Education Research Conference. p. 255-258

    76.

    2011

  76. 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

    77.

  77. Introductory physics going soft

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

    78.

  78. Science learning and instruction: Taking advantage of technology to promote knowledge integration

    Linn M. C. & Eylon B. (2011)

    79.

    2010

  79. 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

    80.

  80. Energy as the language of changes

    Eylon B. S. & Lehavi Y. (2010)

    81.

  81. The interplay of physics and mathematics in a graduate quantum mechanics course for physics teachers

    Eylon B. S., Cohen E. & Bagno E. (2010)

    82.

  82. Discussion of Strand on Energy in Lower Secondary School

    Eylon B. S. & Lehavi Y. (2010)

    83.

  83. 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

    84.

  84. 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

    85.

  85. Can observation-driven surprises in science museums induce a deep conceptual change? – The case of Bernoulli's Principle

    Eylon B. S., Lehavi Y. & Yechieli T. K. (2010), Physics Curriculum Design, Development and Validation.

    86.

  86. Public Physics Lectures as an Instructional Resource: Tracing Changes in Students’ Knowledge

    Kapon S., Ganiel U. & Eylon B. S. (2010)

    87.

  87. 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

    88.

    2009

  88. Goals and design of public physics lectures: Perspectives of high-school students, physics teachers and lecturers

    Kapon S., Ganiel U. & Eylon B. (2009), Physics Education. 44, 5, p. 528-535

    89.

  89. Public Scientific Web-Lectures: Tracing and Supporting Learning and Transfer

    Kapon S., Ganiel U. & Eylon B. S. (2009)

    90.

  90. 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

    91.

  91. Scientific argumentation in public physics lectures: Bringing contemporary physics into high-school teaching

    Kapon S., Ganiel U. & Eylon B. (2009), Physics Education. 44, 1, p. 33-38

    92.

  92. 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

    93.

    2008

  93. 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

    94.

  94. 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

    95.

  95. Meeting the challenge of students' understanding of formulae in high-school physics: A learning tool

    Bagno E., Berger H. & Eylon B. (2008), Physics Education. 43, 1, p. 75-82

    96.

  96. 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

    97.

    2007

  97. Fostering Change in Science Education: Creation, Implementation, Evaluation and Research

    Ganiel U. (2007), Jubilee Volume in Honor of Dr. Najib Nabuani: Studies in Philosophy, Culture & Education. p. 45-83

    98.

  98. 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

    99.

  99. Photography as a means of narrowing the gap between physics and students

    Bagno E., Eylon B. S. & Levy S. (2007), Physics Education. 42, 1, p. 45-49, 004

    100.

  100. 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

    101.

  101. Explanatory framework for popular physics lectures

    Kapon S., Ganiel U. & Eylon B. S. (2007), 2007 Physics Education Research Conference, PERC. p. 124-127

    102.

  102. "Physics with a smile"-Explaining phenomena with a qualitative problem-solving strategy

    Mualem R. & Eylon B. (2007), The Physics teacher. 45, 3, p. 158-163

    103.

  103. Physics learning in the context of scaffolded diagnostic tasks (I): The experimental setup

    Yerushalmi E., Singh C. & Eylon B. S. (2007), 2007 Physics Education Research Conference, PERC. p. 27-30

    104.

  104. Physics Learning in the Context of Scaffolded Diagnostic Tasks (II): Preliminary Results

    Singh C. & Eylon B. S. (2007), 2007 Physics Education Research Conference. p. 31-34

    105.

    2006

  105. Probing high school physics students' views and concerns about learning activities

    Langley D. & Eylon B. (2006), International Journal of Science and Mathematics Education. 4, 2, p. 215-239

    106.

  106. הבניה של שילוב פעילות חקר בהוראת מדעים בחטיבה העליונה: אתגרים וכלים לפתרון

    Langley D. & Eylon B. S. (2006), למידה בדרך החקר: אתגר מתמשך. p. 187-231

    107.

  107. 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

    108.

  108. How can a website for physics teachers serve as a tool for professional development?

    Bagno E., Levy S. & Eylon B. (2006), Journal of Science Education and Technology. 15, 3-4, p. 215-219

    109.

    2005

  109. 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

    110.

  110. Worksheets guiding students in self-diagnosing their own mistakes

    Yerushalmi E. & Polinger K. (2005), תהודה : עלון למורה הפיסיקה. 25, 1, p. 13-16

    111.

    2004

  111. To formulate the problem anew: Developing a questionnaire on the subject of learning practices in a workshop for physics teachers

    Yerushalmi E., Eylon B. S. & Seggev R. (2004)

    112.

  112. The solar constant

    Ganiel U. (2004), Physics Teacher. 42, 4, p. 196

    113.

  113. Assessing reflection on practice: A problem solving perspective

    Yerushalmi E. & Eylon B. S. (2004), 2003 Physics Education Research Conference. p. 153-156

    114.

  114. Same lady, new dress?

    Yerushalmi E. & Magen E. (2004), תהודה : עלון למורה הפיסיקה. 24, 1, p. 15-21

    115.

  115. 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

    116.

  116. How to guide students to learn from their mistakes? A collaborative study of teachers and researchers

    Yerushalmi E., Eylon B. S. & Polingher C. (2004)

    117.

    2002

  117. Teaching Students Problem Solving in Introductory Physics: Forming an Initial Hypothesis of Instructors' Beliefs

    Kuo V. H., Heller K., Heller P., Henderson C. & Yerushalmi E. (2002)

    118.

  118. Measurement and management of cooperative reflection on practice

    Yerushalmi E. & Eylon B. S. (2002)

    119.

    2001

  119. Teaching out of field

    Carey G., Harrison A., Grayson D. & Ganiel U. (2001), Dilemmas of Science Teaching. p. 217-230

    120.

  120. Instructors’ Beliefs and Values about Learning Problem Solving

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

    121.

  121. Instructors' Ideas about Problem Solving - Grading

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

    122.

  122. Towards professional development of physics teachers: From national to regional leadership

    Bagno E. & Eylon B. S. (2001), Physics teacher education beyond 2000: International Conference. p. 113-118

    123.

  123. Collaboration between teachers and researchers: Recognizing the opportunity for teacher development

    Langley D. & Eylon B. S. (2001), Physics teacher education beyond 2000: International Conference. p. 119-123

    124.

  124. Teachers’ approaches to promoting self-monitoring in physics problem solving by their students

    Yerushalmi E. & Eylon B. S. (2001), Physics teacher education beyond 2000: International Conference. p. 129-132

    125.

  125. Why solve problems? – Interviewing college faculty about the learning and teaching of problem solving

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

    126.

  126. Emergent learning in interactions between researcher and expert-teacher

    Eylon B. S. & Langley D. (2001)

    127.

    2000

  127. 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

    128.

    1999

  128. Macroscopic phenomena and microscopic processes: Student understanding of transients in direct current electric circuits

    Thacker B. A., Ganiel U. & Boys D. (1999), American Journal of Physics. 67, 7, p. S25-S31

    129.

  129. Linking Electrostatics to Electrodynamics, Macro to Micro: Student Understanding of Electric Circuits

    Ganiel U. (1999)

    130.

    1998

  130. Science Education Reform: Some Lessons and Perspectives- The Israeli Experience

    Ganiel U. (1998)

    131.

    1997

  131. 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

    132.

  132. Professional development of physics teachers through long-term in-service programs: The Israeli experience

    Eylon B. S. & Bagno E. (1997), Proceedings Of International Conference On Undergraduate Physics Education, 399, p. 299-326

    133.

  133. 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

    134.

    1996

  134. Computer simulations as tools for teaching and learning: Using a simulation environment in optics

    Eylon B., Ronen M. & Ganiel U. (1996), Journal of Science Education and Technology. 5, 2, p. 93-110

    135.

  135. Lifelong Science Learning: A Longitudinal Case Study

    Eylon B. S. & Linn M. C. (1996)

    136.

    1995

  136. An integrative approach to the treatment of learning difficulties in electricity and magnetism

    Bagno E. & Eylon B. S. (1995), Science education: From theory to practice. p. 165-172

    137.

  137. "מעוף" בפיסיקה: יחידות לימוד לפיתוח מבט-על

    Bagno E., Eylon B. S. & Ganiel U. (1995), תהודה : עלון למורה הפיסיקה. 17, 2, p. 47-57

    138.

  138. Fostering Change in Science Education: Creation, Implementation, Evaluation and ResearchThe Israeli Experience

    Ganiel U. (1995), Science Education: From Theory to Practice. p. 31-39

    139.

  139. Science Education: From Theory to Practice

    Eylon B. S., Giddings G. & Hofstein A. (1995)

    140.

    1994

  140. Learning and instruction of science

    Linn M. C. & Eylon B. S. (1994), The International Encyclopedia of Education. p. 5338-5342

    141.

  141. Physical sciences: Secondary school programs

    Eylon B. S. (1994), The international Encyclopedia of Education. p. 4474-4479

    142.

    1993

  142. Integrating domains of physics: Learning strategies and the role of teachers

    Bagno E., Eylon B. S. & Ganiel U. (1993)

    143.

  143. 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

    144.

  144. To see or not to see: The eye in geometrical optics - When and how?

    Ronen M. & Eylon B. (1993), Physics Education. 28, 1, p. 52-59, 010

    145.

  145. Responding to students’ learning difficulties in geometrical optics by teaching and learning with a simulation environment

    Eylon B. S. & Ronen M. (1993)

    146.

    1992

  146. Elastic and inelastic collisions: A model

    Ganiel U. (1992), The Physics teacher. 30, 1, p. 18-19

    147.

  147. Integrating Computer Simulations into High School Physics Teaching

    Ronen M., Langley D. & Ganiel U. (1992), The Journal of computers in mathematics and science teaching.. 11, 3-4, p. 319-329

    148.

    1990

  148. Solar Energy Experiments

    Kedem O. & Ganiel U. (1990)

    149.

  149. Macro\u2010micro relationships: The missing link between electrostatics and electrodynamics in students\u2019 reasoning

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

    150.

    1989

  150. Physics in action - Visiting a hospital

    Ronen M. & Ganiel U. (1989), Physics Education. 24, 1, p. 18-21, 307

    151.

  151. Physics in Medical Diagnosis: Implementation and evaluation of an applied science unit for high school

    Ronen M. & Ganiel U. (1989), Research in Science & Technological Education. 7, 1, p. 93-108

    152.

  152. Medical Diagnosis, Ionizing Radiation and Physics Education

    Ganiel U. (1989)

    153.

    1988

  153. Misconceptions as barriers to learning science: A workshop report

    Eylon B. S. & Kempa R. (1988)

    154.

  154. Towards a typology of learning difficulties

    Eylon B. S. (1988)

    155.

  155. Electrostatics and electrodynamics ‐ A case of micro Versus Macro

    Ganiel U. (1988), AIP Conference Proceedings. Vol. 173. p. 225-234

    156.

  156. High School Optics with Microcomputers

    Singer D. S. & Ganiel U. (1988), Computers in Education: 1st: European Conference Proceedings. p. 55-60

    157.

  157. From assumption of knowledge to knowledgeable considerations: A class activity on \u2018ionizing radiation and its biological effects\u2019

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

    158.

  158. 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

    159.

    1987

  159. Electrostatics and Electrodynamics: The Missing Link in Students' Conceptions

    Ganiel U. & Eylon B. S. (1987)

    160.

    1986

  160. Astrophysics in high school: What and how?

    Geller Z. & Ganiel U. (1986), Cosmos - an Educational Challenge. p. 251-253

    161.

  161. Forgetting versus savings: The many facets of long\u2010term retention

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

    162.

  162. Revision of course materials on the basis of research on conceptual difficulties

    Ben-Zvi R., Eylon B. & Silberstein J. (1986), Studies in Educational Evaluation. 12, 2, p. 213-223

    163.

    1985

  163. 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

    164.

  164. Fostering curriculum development in physical science and mathematics

    Eylon B. S. & Ben-Zvi R. (1985), Proceedings of the Symposium on Curriculum Development in Physical Science and Mathematics. p. 111-113

    165.

  165. Problem-solving in high school: A necessary addition to the physics curriculum

    Eylon B. S., Singer I. & Ganiel U. (1985), proceedings of a conference on physics education. p. 312-318

    166.

    1984

  166. Long Term Investments in Science Teaching: A Longitudinal Evaluation Study of Physical Science Learning from Junior to Senior High School

    Arzi H., Ben-Zvi R. & Ganiel U. (1984), הוראת המדעים בישראל: מקורותיה, התפתחותה והישגיה. p. 272-290

    167.

  167. Answer to letter by M. Iona

    Cohen R., Eylon B. & Ganiel U. (1984), American Journal of Physics. 52, 5, p. 392

    168.

  168. Can teachers speak for their students? a comparison between teachers\u2019 and students\u2019 evaluation of a school science course

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

    169.

  169. Physics in medical diagnosis - An optional unit for high schools

    Ronen M. & Ganiel U. (1984), Physics Education. 19, 6, p. 288-291, 309

    170.

    1983

  170. Potential difference and current in simple electric circuits: A study of students’ concepts

    Cohen R., Eylon B. & Ganiel U. (1983), American Journal of Physics. 51, 5, p. 407-412

    171.

  171. Letter to the Editor: Regarding "Minimal apparatus for the speed-of-light measurement"

    Ganiel U. (1983), American Journal of Physics. 51, 7, p. 585-585

    172.

  172. Teacher Training Towards Implementation of New Courses: Inferences from Comparisons Between Teachers' and Students' Judgments

    Arzi H., Ben-Zvi R. & Ganiel U. (1983), Preservice and In service Training of Science Teachers. p. 581-589

    173.

  173. Solar energy‐ how much do we receive?

    Ganiel U. & Kedem O. (1983), The Physics teacher. 21, 9, p. 573-575

    174.

    1982

  174. Objective and continuous assessment of student performance in the physics laboratory

    Ganiel U. & Hofstein A. (1982), Science Education. 66, 4, p. 581-591

    175.

  175. סקר על הוראת הפיסיקה בישראל

    Eylon B. S. & Singer D. (1982), תהודה : עלון למורה הפיסיקה. 9, 2, p. 25-28

    176.

    1981

  176. MEASUREMENT OF THE MAGNETIC FLUX DENSITY OF THE EARTH WITH A BICYCLE

    Cohen R., Ganiel U. & Singer D. (1981), The School science review.. 63, 222, p. 184-

    177.

  177. Science and Mathematics Education in South Africa

    Ganiel U. (1981), South African journal of chemistry., p. 107-108

    178.

  178. Teaching Nuclear Physics in School in Different Countries

    Ganiel U. (1981), Nuclear Physics, Nuclear Power - Teaching Physics in School. p. 234-237

    179.

    1980

  179. Physics Teaching - Oscillations and Waves, Current Problems

    Ganiel U. (1980)

    180.

    1976

  180. A report on an achievement test in the program Electricity and Energy: The Rehovot version

    Eylon B. S. & Singer D. (1976), גליונות: עלון למורי הפיסיקה. 4, 3, p. 3-16

    181.

    1975

  181. The pendulum experiment

    Eylon B. S. & Singer D. (1975), גליונות: עלון מורי הפיסיקה. 4, 2, p. 24-25

    182.