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. 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

    3.

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

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

    4.

  4. Giant chirality-induced spin selectivity of polarons

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

    5.

  5. Chiral molecules and magnets as efficient thermoelectric converters

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

    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. 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

    10.

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

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

    11.

  11. 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

    12.

  12. 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

    13.

  13. 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

    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. 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

    16.

  16. 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

    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. 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

    20.

  20. 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

    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. 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

    25.

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

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

    26.

  26. 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

    27.

  27. 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

    28.

  28. 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

    29.

  29. 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

    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. 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

    34.

  34. 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

    35.

  35. 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

    36.

  36. 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

    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.