2024

  1. 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

    2.

    2023

  2. Chiral molecules and magnets as efficient thermoelectric converters

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

    3.

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

    Perl-Nussbaum D., Schwarz B. B. & Yerushalmi E. (2023), Science Education. 107, 6, p. 1457-1484

    4.

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

    Klein D. & Michaeli K. (2023), Journal of Physical Chemistry Letters. 14, 4, p. 897-904

    5.

  5. Giant chirality-induced spin selectivity of polarons

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

    6.

    2022

  6. Highlighting considerations in experimental design: The case of multimeters

    Levy S., Noga A., Kapach Z. & Yerushalmi E. (2022), Physics Education. 57, 1, 015018

    7.

  7. 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

    8.

    2021

  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.

    2020

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

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

    10.

  10. 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

    11.

  11. 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

    12.

  12. 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

    13.

  13. 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

    14.

    2019

  14. 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

    15.

    2018

  15. 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

    16.

  16. 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

    17.

    2017

  17. 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

    18.

  18. 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

    19.

    2016

  19. 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

    20.

  20. 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

    21.

    2015

  21. 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

    22.

    2014

  22. 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

    23.

  23. 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

    24.

    2013

  24. 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

    25.

  25. 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

    26.

  26. 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

    27.

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

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

    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. 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

    30.

    2012

  30. A metacognitive teaching strategy for preservice teachers: Collaborative diagnosis of conceptual understanding in science

    Eldar O., Eylon B. S. & Ronen M. (2012), Contemporary Trends and Issues in Science Education. p. 225-250

    31.

  31. 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

    32.

  32. 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

    33.

    2010

  33. 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

    34.

  34. 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

    35.

  35. 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

    36.

  36. 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

    37.

    2009

  37. 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

    38.

    2008

  38. 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

    39.

  39. 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

    40.

    2007

  40. 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

    41.

    2006

  41. 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

    42.

    2004

  42. 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

    43.

    2001

  43. Instructors Ideas about Problem Solving Setting Goals

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

    44.

    2000

  44. 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

    45.

    1997

  45. 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

    46.

    1993

  46. 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

    47.

    1988

  47. 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

    48.

    1986

  48. 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

    49.

    1985

  49. 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

    50.

    1984

  50. 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

    51.