2026

  1. High school physics teachers' professional noticing in the context of group-oriented learning analytics dashboards

    Levy S., Chen E., Langley D., Walter M., Porat G., Nazaretsky T., Alexandron G. & Yerushalmi E. (2026), Eurasia Journal of Mathematics, Science and Technology Education. 22, 4, em2813

    2.

  2. It takes a professional learning community to grow as a physics teacher

    Levy S., Eylon B. S., Bagno E. & Yerushalmi E. (2026), Physics Education. 61, 1, 015004

    3.

    2025

  3. Longitudinal trends of high school physics students' perceptions of experience, difficulty, and development in a long-term inquiry framework

    Sigron M., Langley D., Dylak S. & Yerushalmi E. (2025), Physical Review Physics Education Research. 21, 1, 010101

    4.

  4. Reconceptualizing Out-of-Field Teachers' Professional Development and Classroom Implementation: A Boundary Crossing Approach

    Perl-Nussbaum D., Schwarz B. B. & Yerushalmi E. (2025), Science Education. 109, 6, p. 1531-1550

    5.

  5. Long and winding road toward change in teachers' goals and orientations in the instructional lab

    Levy S., Noga A. & Yerushalmi E. (2025), Physical Review Physics Education Research. 21, 1, 010145

    6.

    2024

  6. Physics teachers' professional development on measurement uncertainty: A commognitive approach

    Sivan O., Perl-Nussbaum D. & Yerushalmi E. (2024), Physical Review Physics Education Research. 20, 2, 020146

    7.

  7. 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

    8.

  8. 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

    9.

  9. Enhancing Mathematization in Physics Education by Digital Tools

    Ivanjek L., Perl-Nussbaum D., Solvang L., Yerushalmi E. & Pospiech G. (2024), Physics Education Today. Fazio C. & Logman P. (eds.). p. 35-53

    10.

    2023

  10. PER Informed “Physics Teaching”Coordinating Learning Goals and Teaching Practices

    Yerushalmi E. & Eylon B. S. (2023), The International Handbook of Physics Education Research. Tasar M. F. & Heron P. R. L. (eds.). p. 462-471

    11.

  11. 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

    12.

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

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

    13.

  13. Chiral molecules and magnets as efficient thermoelectric converters

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

    14.

  14. Giant chirality-induced spin selectivity of polarons

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

    15.

    2022

  15. Mathematical Surprises

    Ben-Ari M. (2022)

    16.

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

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

    17.

  17. 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

    18.

  18. Professional Growth of Physics Teacher-Leaders in a Professional Learning Communities Program: the Context of Inquiry-Based Laboratories

    Levy S., Bagno E., Berger H. & Eylon B. S. (2022), International Journal of Science and Mathematics Education. 20, p. 1813-1839

    19.

    2021

  19. 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?.

    20.

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

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

    21.

    2020

  21. 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

    22.

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

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

    23.

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

    Levy S., Kapach Z., Magen E. & Yerushalmi E. (2020), Physics Education Research Conference, PERC 2020. Frank B., Bennett M. & Wolf S. (eds.). p. 278-283

    24.

  24. 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)

    25.

  25. Fostering Change in Science Education: The Israeli Experience

    Ganiel U. (2020)

    26.

  26. 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)

    27.

  27. 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

    28.

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

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

    29.

  29. 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

    30.

  30. 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

    31.

  31. 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

    32.

    2019

  32. Mathematics in Physics Education

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

    33.

  33. 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

    34.

  34. 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. (2019), Physics Education Research Conference, PERC 2019. Bennett M., Wolf S. & Cao Y. (eds.). p. 178-183

    35.

  35. Extending the Boundaries of High-School Physics: Introducing Computational Modeling of Complex Systems

    Langbeheim E., Edri H., Schulmann N., Safran S. & Yerushalmi E. (2019), Physics Teaching and Learning. p. 111-113

    36.

  36. 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

    37.

  37. 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

    38.

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

    Lehavi Y., Mualem R., Bagno E., Eylon B. & Pospiech G. (2019), Mathematics in Physics Education. 1 ed. p. 335-353

    39.

  39. 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

    40.

  40. 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). Traxler A., Wolf S. & Cao Y. (eds.). p. 235-238

    41.

    2018

  41. 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

    42.

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

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

    43.

  43. 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)

    44.

  44. Elements of Robotics

    Ben-Ari M. & Mondada F. (2018)

    45.

  45. 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

    46.

  46. 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

    47.

    2017

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

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

    48.

  48. 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

    49.

  49. Teaching robotics concepts to elementary school children

    Friebroon Yesharim M. & Ben-Ari M. (2017), International Conference on Robotics and Education RiE 2017. Obdrzalek D., Koppensteiner G., Merdan M., Balogh R. & Lepuschitz W. (eds.). Cham p. 77-87

    50.

  50. 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

    51.

    2016

  51. 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

    52.

  52. 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

    53.

    2015

  53. 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

    54.

    2014

  54. 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

    55.

  55. 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

    56.

    2013

  56. 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

    57.

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

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

    58.

  58. 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

    59.

  59. 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

    60.

  60. 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

    61.

  61. 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

    62.

    2012

  62. 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

    63.

  63. 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, 020109

    64.

  64. 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

    65.

  65. 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

    66.

    2010

  66. 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

    67.

  67. 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

    68.

  68. 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

    69.

  69. 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

    70.

    2009

  70. 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

    71.

    2008

  71. 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

    72.

  72. 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

    73.

    2007

  73. 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, 020109

    74.

  74. 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

    75.

    2006

  75. 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

    76.

  76. Guiding students to learn from mistakes

    Yerushalmi E. & Polingher C. (2006), Physics Education. 41, 6, 007

    77.

  77. Same old problem, new name? Alerting students to the nature of the problem-solving process

    Yerushalmi E. & Magen E. (2006), Physics Education. 41, 2, p. 161-167

    78.

    2004

  78. 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

    79.

    2001

  79. Instructors Ideas about Problem Solving Setting Goals

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

    80.

  80. Instructors' Ideas about Problem Solving - Grading

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

    81.

    2000

  81. 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

    82.

    1997

  82. 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

    83.

    1993

  83. 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

    84.

    1988

  84. 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

    85.

    1986

  85. 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

    86.

    1985

  86. 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

    87.

    1984

  87. 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

    88.