2024

  1. SSI-based instruction by secondary school teachers: what really happens in class?

    Alcaraz-Dominguez S., Shwartz Y. & Barajas M. (2024), International Journal of Science Education

    2.

    2023

  2. WhatsApp Discourse Throughout COVID-19: Towards Computerized Evaluation of the Development of a STEM Teachers Professional Learning Community

    Scherz Z., Salman A., Alexandron G. & Shwartz Y. (2023), International Journal of Artificial Intelligence in Education. 33, 4, p. 1120-1144

    3.

  3. From Ideal to Practical—A Design of Teacher Professional Development on Socioscientific Issues

    Eidin E. & Shwartz Y. (2023), Sustainability (Switzerland). 15, 14, 11394

    4.

    2022

  4. Drawing as a Space for Social-Cognitive Interaction

    De Andrade V., Freire S., Baptista M. & Shwartz Y. (2022), Education Sciences. 12, 1, 45

    5.

    2021

  5. Promoting Self-Regulated Learning by Designing a Chemistry Online Blended Learning Environment

    Rosanne Eidelman R. & Shwartz Y. (2021), Long-term Research and Development in Science Education: What Have We Learned?. p. 44-70

    6.

    2020

  6. Professional learning communities of science teachers: Theoretical and practical perspectives

    Eylon B. S., Scherz Z. & Bagno E. (2020), STEM Teachers and Teaching in the Digital Era:Professional Expectations and Advancement in the 21st Century Schools. p. 65-89

    7.

  7. A Holistic Approach to Incorporating Sustainability into Chemistry Education in Israel

    Shwartz Y., Eidin E., Marchak D., Kesner M., Green N. A., Marom E., Cahen D., Hofstein A. & Dori Y. J. (2020), Chemistry Education for a Sustainable Society Volume 1:High School, Outreach, & Global Perspectives. Vol. 1. p. 125-160

    8.

  8. למידה מרחוק בשגרה ובחירום: מסקנות ראשוניות ממחקר בקרב מנהלי בתי ספר ומורים בדרום ישראל

    Avriel-Avni N., Levy E. C., Makover V., Shwartz Y. & Ravid G. (2020), Negev, Dead Sea Arava Studies. 12, 2, p. 56-60

    9.

    2019

  9. Science teachers' pedagogical content knowledge development during enactment of socioscientific curriculum materials

    Bayram-Jacobs D., Henze I., Evagorou M., Shwartz Y., Aschim E. L., Alcaraz-Dominguez S., Barajas M. & Dagan E. (2019), Journal of Research in Science Teaching. 56, 9, p. 1207-1233

    10.

  10. Assessing the Interaction Between Self-Regulated Learning (SRL) Profiles and Actual Learning in the Chemistry Online Blended Learning Environment (COBLE)

    Eidelman R. R., Rosenberg J. M. & Shwartz Y. (2019), Learning Technologies for Transforming Large-Scale Teaching, Learning, and Assessment. p. 231-255

    11.

    2017

  11. A Technology-Enhanced Intervention for Self-Regulated Learning in Science

    Eylon B., Berglas-Shapiro T. & Scherz Z. (2017), Teachers College record (1970). 119, 13

    12.

    2016

  12. A self-regulated digital environment for learning skills in science

    Shapiro T., Eylon B. S. & Scherz Z. (2016)

    13.

    2015

  13. A technology-enhanced learning environment for fostering self-regulated learning (Te-SRL)

    Shapiro T., Eylon B. S. & Scherz Z. (2015)

    14.

  14. Designing Instruction to Improve Lifelong Inquiry Learning

    Linn M. C., Eylon B. S., Rafferty A. & Vitale J. M. (2015), Eurasia Journal Of Mathematics Science And Technology Education. 11, 2, p. 217-225

    15.

  15. Technology to support teachers using evidence from student work to customize technology-enhanced inquiry units

    Matuk C. F., Linn M. C. & Eylon B. S. (2015), Instructional Science. 43, p. 229-257

    16.

    2013

  16. מטי בשתי סביבות למידה: תרומת הגישור לחינוך המדעי

    Eylon B. S., Fallik O. & Rosenfed S. (2013), קריאת ביניים : ביטאון למורי מדע וטכנולוגיה בחטיבת הביניים. 20, p. 22-30

    17.

  17. A self-regulated digital environment for learning skills in science

    Shapiro T., Eylon B. S. & Scherz Z. (2013), EDU Learn. Vol. 13. p. 2252-2252

    18.

  18. School and out-of-school science: A model for bridging the gap

    Fallik O., Rosenfeld S. & Eylon B. S. (2013), Studies in Science Education. 49, 1, p. 69-91

    19.

    2011

  19. Towards accomplished practice in learning skills for science (LSS): The synergy between design and evaluation methodology in a reflective CPD programme

    Scherz Z., Bialer L. & Eylon B. S. (2011), Research in Science & Technological Education. 29, 1, p. 49-69

    20.

  20. "הנחתום שמעיד על עיסתו": לקראת מקצוענות בהוראת מיומנויות במדע וטכנולוגיה

    Bialer L., Scherz Z. & Eylon B. S. (2011), קריאת ביניים : ביטאון למורי מדע וטכנולוגיה בחטיבת הביניים. 18, p. 8-22

    21.

    2010

  21. SCHOOL CHILDREN AS THE AGENTS FOR CHANGE

    Schmidt-Hopfeld I., Armiach M., Goldsmith R., Reifen R. & Eylon B. S. (2010)

    22.

  22. How to Change Science Teachers' Practice? An Evidence-based Approach in a Continuous Professional Development (CPD) Program

    Bialer L., Eylon B. S. & Scherz Z. (2010)

    23.

    2009

  23. Teaching scientific communication skills in science studies: Does it make a difference?

    Spektor-Levy O., Eylon B. S. & Scherz Z. (2009), International Journal of Science and Mathematics Education. 7, 5, p. 875-903

    24.

    2008

  24. למידה באמצעות פרויקטים כמנוף לפיתוח למידה, חשיבה ופתרון בעיות: מהשתלמויות מורים להפעלה בכיתה

    Fallik O., Eylon B. S. & Rosenfeld S. (2008), קריאת ביניים : ביטאון למורי מדע וטכנולוגיה בחטיבת הביניים. 13, p. 25-34

    25.

  25. Motivating teachers to enact free-choice project-based learning in science and technology (PBLSAT): Effects of a professional development model

    Fallik O., Eylon B. S. & Rosenfeld S. (2008), Journal of Science Teacher Education. 19, 6, p. 565-591

    26.

  26. Teaching communication skills in science: Tracing teacher change

    Spektor-Levy O., Eylon B. S. & Scherz Z. (2008), Teaching and Teacher Education. 24, 2, p. 462-477

    27.

  27. Evidence-based professional development of science teachers in two countries

    Harrison C., Hofstein A., Eylon B. S. & Simon S. (2008), International Journal of Science Education. 30, 5, p. 577-591

    28.

  28. Learning aut teachers' accomplishment in 'Learning Skills for Science' practice: The use of portfolios in an evidence-based continuous professional development programme

    Scherz Z., Bialer L. & Eylon B. S. (2008), International Journal of Science Education. 30, 5, p. 643-667

    29.

  29. Developing effective teacher beliefs about learners: the role of sensitizing teachers to individual learning differences

    Rosenfeld M. & Rosenfeld S. (2008), Educational Psychology. 28, 3, p. 245-272

    30.

  30. A longitudinal study of junior high school students' conceptions of the structure of materials

    Margel H., Eylon B. S. & Scherz Z. (2008), Journal of Research in Science Teaching. 45, 1, p. 132-152

    31.

    2006

  31. From textiles to molecules - Teaching about fibers to integrate students' macro- and microscale knowledge of materials

    Margel H., Eylon B. S. & Scherz Z. (2006), Journal of Chemical Education. 83, 10, p. 1552-1556

    32.

  32. "ללמ(ו)ד כיצד ללמד": כיצד משפיעה הוראת מיומנויות למידה במדע וטכנולוגיה על הישגי התלמיד

    Spektor-Levy O., Scherz Z. & Eylon B. S. (2006), קריאת ביניים : ביטאון למורי מדע וטכנולוגיה בחטיבת הביניים. 9, p. 15-21

    33.

  33. Science Education: Integrating Views of Learning and Instruction

    Linn M. & Eylon B. S. (2006), Handbook of educational psychology.

    34.

  34. Understanding teacher responses to constructivist learning environments: Challenges and resolutions

    Rosenfeld M. & Rosenfeld S. (2006), Science Education. 90, 3, p. 385-399

    35.

  35. How to change students' images of science and technology

    Scherz Z. & Oren M. (2006), Science Education. 90, 6, p. 965-985

    36.

    2005

  36. הוראת מדע וטכנולוגיה בחטה"ב: "לקראת מצוינות לכל"

    Eylon B. S. (2005), קריאת ביניים : ביטאון למורי מדע וטכנולוגיה בחטיבת הביניים. 7, p. 3-9

    37.

  37. פיסיקה עם חיוך בחטה"ב: כיצד להסביר תופעות , בעזרת אסטרטגיה "איכותית" לפתרון בעיות

    Mualem R. & Eylon B. S. (2005), תהודה : עלון למורה הפיסיקה. 25, 1, p. 39-45

    38.

  38. "Scientific communication": An instructional program for high-order learning skills and its impact on students' performance

    Scherz Z., Spektor-Levy O. & Eylon B. S. (2005), Research and the Quality of Science Education. p. 231-243

    39.

    2004

  39. The Knowledge Integration Perspective on Learning

    Linn M. C., Eylon B. S. & Davis E. A. (2004), Internet Environments for Science Education.

    40.

  40. On Brain, Medicines & Drugs: A Module for the "Science for All" Program

    Cohen D., Ben-Zvi R., Hofstein A. & Rahamimoff R. (2004), American Biology Teacher. 66, 1, p. 9-19

    41.

  41. "We Actually Saw Atoms with Our Own Eyes": Conceptions and Convictions in Using the Scanning Tunneling Microscope in Junior High School

    Margel H., Eylon B. S. & Scherz Z. (2004), Journal of Chemical Education. 81, 4, p. 558-566

    42.

    2003

  42. Effect of knowledge integration activities on students' perception of the earth's crust as a cyclic system

    Kali Y., Orion N. & Eylon B. S. (2003), Journal of Research in Science Teaching. 40, 6, p. 545-565

    43.

    2002

  43. The “Scientific Communication” program: How do science teachers implement a modular program of learning skills acquisition?

    Spektor-Levy O., Scherz Z. & Eylon B. S. (2002)

    44.

    2001

  44. A Longitudinal Study of Junior High School Students' Perceptions of the Particulate Nature of Matter

    Margel H., Eylon B. S. & Scherz Z. (2001)

    45.

    2000

  45. Knowledge integration and displaced volume

    Linn M. & Eylon B. (2000), Journal of Science Education and Technology. 9, 4, p. 287-310

    46.

  46. Designing powerful learning environments and practical theories: The knowledge integration environment

    Eylon B. S. (2000), International Journal of Science Education. 22, 8, p. 885-890

    47.

    1998

  47. Development, implementation and evaluation of a course in expert systems for high-school students (poster)

    Ragonis N., Shapiro E., Ben-Ari M. & Scherz Z. (1998), SIGMOD Record. 30, 3, p. 300

    48.

    1990

  48. COGNITIVE IMPLICATIONS OF LEARNING PROLOG MISTAKES AND MISCONCEPTIONS

    Scherz Z., GOLDBERG D. & FUND Z. (1990), Journal of Educational Computing Research. 6, 1, p. 89-110

    49.

    1987

  49. Hierarchical task analysis ‐ an approach for diagnosing students’ conceptual difficulties

    Eylon B. S., Ben-Zvi R. & Silberstein J. (1987), International Journal of Science Education. 9, 2, p. 187-196

    50.

    1986

  50. What students say about science teaching, science teachers and science classes in Israel and the U.S.

    Hofstein A., Scherz Z. & YAGER R. (1986), Science Education. 70, 1, p. 21-30

    51.

    1985

  51. Extra-curricular Science Courses: Filling a gap in school science education

    Eylon B., Hofstein A., Maoz N. & Rishpon M. (1985), Research in Science & Technological Education. 3, 1, p. 81-89

    52.

  52. The use of Lawson's test of formal reasoning in the Israeli science education context

    Hofstein A. & Mandler V. (1985), Journal of Research in Science Teaching. 22, 2, p. 141-152

    53.

    1984

  53. הוראת המדעים בישראל : מקורותיה, התפתחותה והישגיה

    Eylon B. S. & Helfman J. (1984), Science teaching in Israel: Origins, development and achievements. p. 259-271

    54.

  54. Effects of Knowledge Organization on Task Performance

    Eylon B. & Reif F. (1984), Cognition and Instruction. 1, 1, p. 5-44

    55.

    1983

  55. מדעים ככלי למשאבי אנוש

    Hershkowitz R., Ben-Zvi R. & Eylon B. S. (1983), הד החינוך. 3

    56.