Education in Science and Technology

Research output

Research output per year 1989 2014 2016 2017 2018 2019 2020 2021 2022 2023 2024

• 709 Article
• 279 Conference contribution
• 151 Chapter
• 133 Other
• 300 More
  • 106 Other contribution
  • 57 Paper
  • 44 Book
  • 20 Conference article
  • 15 Abstract
  • 15 Review article
  • 14 Editorial
  • 13 Poster
  • 7 Comment/debate
  • 5 Report
  • 1 Foreword/postscript
  • 1 Book/Film/Article review
  • 1 Short survey
  • 1 Working paper

Research output per year

Research output per year

Search results

• 2022

  Mathematical modelling in physics education

  Kapon, S., 2022.

  Research output: Contribution to conference › Paper › peer-review

• Mediating meaning in research apprenticeship through dynamic social and epistemic framing

  Kapon, S., 2022.

  Research output: Contribution to conference › Paper › peer-review

• Students' conceptual models in the context of air-quality learning unit

  Avargil, S., 2022.

  Research output: Contribution to conference › Paper › peer-review

• The role of professional learning communities (PLCs) in supporting chemistry teachers during the COVID-19 crisis

  Avargil, S., 2022.

  Research output: Contribution to conference › Paper › peer-review

• Using Making to transform the learning of physics into a personally meaningful experience

  Kapon, S., 2022.

  Research output: Contribution to conference › Paper › peer-review
• 2021

  Challenges in assessing chemistry lab reports among pre-service teachers

  Avargil, S., 2021.

  Research output: Contribution to conference › Paper › peer-review

• Differences and interrelations between science and engineering – Stereotypes and experts’ perceptions

  Kapon, S., 2021.

  Research output: Contribution to conference › Paper › peer-review

• Israeli Arab students’ participation in authentic physics inquiry in school

  Kapon, S., 2021.

  Research output: Contribution to conference › Paper › peer-review

• Professional Learning Communities as a Tool for Supporting Chemistry Teachers

  Avargil, S., 2021.

  Research output: Contribution to conference › Paper › peer-review

• The figured world of guiding authentic inquiry in physics at high school

  Kapon, S., 2021.

  Research output: Contribution to conference › Paper › peer-review

• TPCK training for pre- and in-service mathematics teachers in the prolong process from learners to teachers

  Kohen, Z., 2021.

  Research output: Contribution to conference › Paper › peer-review
• 2020

  High school student's understanding of molecular representations in a chemistry context-based learning environment

  Avargil, S., 2020.

  Research output: Contribution to conference › Paper › peer-review

• Learning the meaning of measurement in physics

  Kapon, S., 2020.

  Research output: Contribution to conference › Paper › peer-review

• Situated Game-based Learning: A Methodology for Developing Educational Escape Games

  Yachin, T. & Barak, M., 2020.

  Research output: Contribution to conference › Paper › peer-review

  • Knowledge Construction 100%
  • Chronic Disorder 100%
  • Self-Efficacy 100%
  • Healthy Eating 100%
  • Self-Reflection 100%
• 2019

  Authentic Hi-Tech problems in secondary school mathematics

  Kohen, Z., 2019.

  Research output: Contribution to conference › Paper › peer-review

• Promoting Healthy Nutrition through Educational Escape Games

  Barak, M. & Yachin, T., 2019. 10 p.

  Research output: Contribution to conference › Paper › peer-review

  • Educational Environment 100%
  • Self-Efficacy 100%
  • Learning Environment 100%
  • Learning Theory 25%

• The characteristics of physics teachers attending professional learning communities in terms of their collegial interactions

  Avargil, S., 2019.

  Research output: Contribution to conference › Paper › peer-review

• Understanding and generative use of physics equations

  Kapon, S., 2019.

  Research output: Contribution to conference › Paper › peer-review

• Using social robots for partial duplication of the instructor in small group instructional activities

  Rosenberg-Kima, R., 2019.

  Research output: Contribution to conference › Paper › peer-review
• 2018

  PROJECT-BASED-LEARNING: LOOK AT TEACHER TRAINEES' EXPERIENCES

  Tsybulsky, D., Gatenio-Kalush, M., Abu Ganem, M. & Grobgeld, E., 2018, p. 1424-1430.

  Research output: Contribution to conference › Paper › peer-review

• The processes of choosing a scientific academic career – science education and gender aspects

  Avargil, S. & Kohen, Z., 2018.

  Research output: Contribution to conference › Paper › peer-review

• Tracking Elements of Specialized Knowledge for Teaching Physics

  Kapon, S., 2018.

  Research output: Contribution to conference › Paper › peer-review
• 2017

  Scaffolding Lesson designs and teaching of preservice physics teachers

  Kapon, S., 2017.

  Research output: Contribution to conference › Paper › peer-review
• 2016

  Changing the landscape of physics teaching – Helping engineers become effective physics teachers.

  Kapon, S., 2016.

  Research output: Contribution to conference › Paper › peer-review

• Literature review of students’ metacognition and metacognitive strategies in science education

  Avargil, S., 2016.

  Research output: Contribution to conference › Paper › peer-review
• 2015

  A Teacher's Appropriation of Educational Technologies

  Kapon, S., 2015.

  Research output: Contribution to conference › Paper › peer-review

• Implementing technology and visualization in chemical education: high and middle school science teachers’ views

  Avargil, S., 2015.

  Research output: Contribution to conference › Paper › peer-review
• 2014

  A framework for anchoring analogical reasoning activities to the chemistry laboratory experience

  Avargil, S., 2014.

  Research output: Contribution to conference › Paper › peer-review

• Explanations that make sense: what makes students feel that one explanation is better than another?

  Kapon, S., 2014.

  Research output: Contribution to conference › Paper › peer-review

• STEM teaching as an additional profession for scientists and engineers: The case of computer science education

  Hazzan, O. & Ragonis, N., 2014, p. 181-186. 6 p.

  Research output: Contribution to conference › Paper

  • Science, Technology, Engineering and Mathematics 100%
  • Professional Occupations 100%
  • Computer Science 100%
  • Computer Science Education 100%
  • Educational Organization 66%
  5 Scopus citations

• Teaching and learning computer science soft skills using soft skills: The students' perspective

  Hazzan, O. & Har-Shai, G., 2014, p. 567-572. 6 p.

  Research output: Contribution to conference › Paper › peer-review

  • Teaching and Learning 100%
  • Computer Science 100%
  • Refines 100%
  • Illuminates 100%
  • Software Engineering 28%
  15 Scopus citations

• Towards exploring expertise in mathematics education research: What are the requirements and duties of the researchers

  Hazzan, O., 2014.

  Research output: Contribution to conference › Paper › peer-review
• 2013

  Developing chemistry teachers’ assessment knowledge (AK) as part of professional growth

  Avargil, S., 2013.

  Research output: Contribution to conference › Paper › peer-review

• Enhancing systems thinking among high school pupils: An interdisciplinary program in electro-optics

  Gero, A. & Zach, E., 2013.

  Research output: Contribution to conference › Paper › peer-review

  1 Scopus citations

• Reflecting on contrasts: productive reflection by pre-service teachers inspired by multiple field placements

  Avargil, S., 2013.

  Research output: Contribution to conference › Paper › peer-review

• Teachers' experiences with reform-based instructional resources: coming to terms with new priorities for science learning

  Avargil, S., 2013.

  Research output: Contribution to conference › Paper › peer-review

• THE CHALLENGES OF INITIATING DISTANCE LEARNING IN HIGHER EDUCATION

  Barak, M., 2013, p. 1805-1808. 4 p.

  Research output: Contribution to conference › Paper › peer-review

• Use of social network analysis to study teacher communities in design based implementation research

  Avargil, S., 2013.

  Research output: Contribution to conference › Paper › peer-review

• Using laboratory centered analogies to enhance student understanding of chemical concepts at the molecular level

  Avargil, S., 2013.

  Research output: Contribution to conference › Paper › peer-review
• 2012

  Students’ problem solving in electronics by using models

  Hazzan, O., 2012.

  Research output: Contribution to conference › Paper › peer-review

• The use of cloud applications for identifying 21st ‎century skills in higher education

  Morad, S. & Barak, M., 2012, p. 1809-1811.

  Research output: Contribution to conference › Paper
• 2011

  Assessing students' graphing skills in a context-based chemistry module

  Avargil, S., 2011.

  Research output: Contribution to conference › Paper › peer-review

• The manager role in organizational engagement: The case of the high school homeroom teacher role

  Hazzan, O., 2011.

  Research output: Contribution to conference › Paper › peer-review
• 2010

  Information-sharing empowerment: The case of the design process of the homeroom teacher role in Israeli high schools

  Hazzan, O., 2010.

  Research output: Contribution to conference › Paper › peer-review

• Investigating students who learn the Taste of Chemistry module in a context- and representation-based environment

  Avargil, S., 2010.

  Research output: Contribution to conference › Paper › peer-review

• Perceived vs. actual knowledge of Students in chemical education

  Avargil, S., 2010.

  Research output: Contribution to conference › Paper › peer-review
• 2009

  Teachers’ perceptions toward context-based learning and thinking skills

  Avargil, S., 2009.

  Research output: Contribution to conference › Paper › peer-review
• 2007

  Interface agents as social models: the impact of appearance on females’ attitude toward engineering

  Rosenberg-Kima, R., 2007.

  Research output: Contribution to conference › Paper › peer-review
• 2005

  Teaching human aspects of software engineering

  Hazzan, O. & Tomayko, J., 2005, p. 647-648. 2 p.

  Research output: Contribution to conference › Paper › peer-review

  • Software Engineering 100%
  • Human Teaching 100%

• The role of a project-based capstone course

  Dubinsky, Y. & Hazzan, O., 2005, p. 645-646. 2 p.

  Research output: Contribution to conference › Paper › peer-review

  • Software Development 100%
  • Operating Systems 100%
  • Assessment Tool 100%
  • Software Development Method 100%
  • Agile Software Development 100%