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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
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Interdisciplinary dialogic argumentation among out-of-field and in-field physics teachers
Perl-Nussbaum D., Schwarz B. B. & Yerushalmi E. (2023), Science Education
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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
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Highlighting considerations in experimental design: the case of multimeters
Levy S., Noga A., Kapach Z. & Yerushalmi E. (2021), Physics Education. 57, 1, 15018
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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
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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
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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
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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
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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
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Teacher-sourcing semantic information in a Physics blended-learning environment
Yacobson E., Bar-Yosef A., Hen E. & Alexandron G. (2020)
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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The challenge of teaching soft matter at the introductory level
Yerushalmi E. (2013), Soft Matter. 9, 22, p. 5316-5318
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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
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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
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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
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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
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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
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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
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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
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Introductory physics going soft
Langbeheim E., Livne S., Yerushalmi E. & Safran S. (2011), American Journal of Physics. 80, 1, p. 51-60
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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Macromicro relationships: The missing link between electrostatics and electrodynamics in students reasoning
Eylon B. S. & Ganiel U. (1990), International Journal of Science Education. 12, 1, p. 79-94
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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
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From assumption of knowledge to knowledgeable considerations: A class activity on ionizing radiation and its biological effects
Ronen M. & Ganiel U. (1988), International Journal of Science Education. 10, 5, p. 523-529
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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
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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
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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