Edit Yerushalmi

2025

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., 7 Jan 2025, In: Physical Review Physics Education Research. 21, 1, 32 p., 010101.

Weizmann Institute of Science

Research output: Contribution to journal › Article › peer-review

Open Access

2024

Enhancing Mathematization in Physics Education by Digital Tools

Ivanjek, L., Perl-Nussbaum, D., Solvang, L., Yerushalmi, E. & Pospiech, G., 2024, Physics Education Today: Innovative Methodologies, Tools and Evaluation. Fazio, C. & Logman, P. (eds.). Springer Nature, p. 35-53 19 p. (Challenges in Physics Education; vol. Part F2281).

Weizmann Institute of Science

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Physics card games to support knowledge organization: design considerations and teachers’ attitudes

Levy, S., Perl-Nussbaum, D. & Yerushalmi, E., 1 Sep 2024, In: Physics Education. 59, 5, 055010.

Weizmann Institute of Science

Research output: Contribution to journal › Article › peer-review

Open Access

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

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

Weizmann Institute of Science

Research output: Contribution to journal › Article › peer-review

Open Access

The value of using different types of physics problems to help students become proficient problem-solvers

Good, M., Marshman, E., Yerushalmi, E. & Singh, C., 1 Jan 2024, In: Physics Education. 59, 1, 015018.

Weizmann Institute of Science

Research output: Contribution to journal › Article › peer-review

Open Access

2023

Interdisciplinary dialogic argumentation among out-of-field and in-field physics teachers

Perl-Nussbaum, D., Schwarz, B. B. & Yerushalmi, E., Nov 2023, In: Science Education. 107, 6, p. 1457-1484 28 p.

The Hebrew University of Jerusalem, Weizmann Institute of Science

Research output: Contribution to journal › Article › peer-review

Open Access

2022

High school students’ perceptions on the relevance of inquiry-oriented instructional labs as introduction to an extended research project

Perl-Nussbaum, D. & Yerushalmi, E., Jun 2022, In: Physical review. Physics education research. 18, 1, 15 p., 010137.

Weizmann Institute of Science

Research output: Contribution to journal › Article › peer-review

Open Access

2021

Highlighting considerations in experimental design: the case of multimeters

Levy, S., Noga, A., Kapach, Z. & Yerushalmi, E., 23 Nov 2021, In: Physics Education. 57, 1, 11 p., 015018.

Weizmann Institute of Science

Research output: Contribution to journal › Article › peer-review

Open Access

Integrating Experimental Research Practices: Teachers' Professional Development in Significantly Different Educational Settings

Levy, S., Langley, D. & Yerushalmi, E., 23 Sep 2021, Long-term Research and Development in Science Education: What Have We Learned?. Brill Academic Publishers, (Constructing Knowledge: Curriculum Studies in Action; vol. 21).

Weizmann Institute of Science

Research output: Chapter in Book/Report/Conference proceeding › Chapter

2020

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., 22 May 2020, In: Physical Review Physics Education Research. 16, 1, 16 p., 010128.

Weizmann Institute of Science

Research output: Contribution to journal › Article › peer-review

Open Access

Physics postgraduate teaching assistants' grading approaches: conflicting goals and practices

Marshman, E., Maries, A., Sayer, R. T., Henderson, C., Yerushalmi, E. & Singh, C., 12 Aug 2020, In: European Journal of Physics. 41, 5, 27 p., 055701.

Weizmann Institute of Science

Research output: Contribution to journal › Article › peer-review

Open Access

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

Levy, S., Kapach, Z., Magen, E. & Yerushalmi, E., Aug 2020, p. 278-283. 6 p.

Weizmann Institute of Science

Research output: Contribution to conference › Paper

Open Access

Science Teachers’ Attitudes towards Computational Modeling in the Context of an Inquiry-Based Learning Module

Langbeheim, E., Perl, D. & Yerushalmi, E., 1 Dec 2020, In: Journal of Science Education and Technology. 29, 6, p. 785-796 12 p.

Ben-Gurion University of the Negev, Weizmann Institute of Science

Research output: Contribution to journal › Article › peer-review

Open Access

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., 4 Dec 2020, In: Physical Review Physics Education Research. 16, 2, 16 p., 020147.

Ben-Gurion University of the Negev, Weizmann Institute of Science

Research output: Contribution to journal › Article › peer-review

Open Access

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., 10 Jan 2020, p. 178-183. 6 p.

Weizmann Institute of Science

Research output: Contribution to conference › Paper

Open Access

2019

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 24 p. (Research in Science Education (RISE)).

Weizmann Institute of Science

Research output: Chapter in Book/Report/Conference proceeding › Chapter

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

Langbeheim, E., Edri, H., Schulman, N., Safran, S. & Yerushalmi, E., 2019, Physics Teaching and Learning: Challenging the Paradigm. Sunal, D. W. (ed.). p. 111-134

Ben-Gurion University of the Negev

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

2018

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

Good, M., Marshman, E., Yerushalmi, E. & Singh, C., 26 Feb 2018, p. 144-147.

Weizmann Institute of Science

Research output: Contribution to conference › Paper

Open Access

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., 15 Nov 2018, In: Physical Review Physics Education Research. 14, 2, 17 p., 020120.

Weizmann Institute of Science

Research output: Contribution to journal › Article › peer-review

Open Access

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, In: Canadian Journal of Physics. 96, 4, p. 420-437 18 p.

Weizmann Institute of Science

Research output: Contribution to journal › Article › peer-review

2016

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. Routledge, Taylor & Francis Group, p. 43-56 14 p. (Routledge Research in Achievement and Gifted Education).

Weizmann Institute of Science

Research output: Chapter in Book/Report/Conference proceeding › Chapter

Graduate teaching assistants use different criteria when grading introductory physics vs. quantum mechanics problems

Henderson, C., Marshman, E., Sayer, R., Singh, C. & Yerushalmi, E., 30 Nov 2016, p. 140-143.

Weizmann Institute of Science

Research output: Contribution to conference › Paper

Open Access

Learning from mistakes: The effect of students' written self-diagnoses on subsequent problem solving

Mason, A., Yerushalmi, E., Cohen, E. & Singh, C., Feb 2016, In: Physics Teacher. 54, 2, p. 87-90 4 p.

Weizmann Institute of Science

Research output: Contribution to journal › Article › peer-review

Open Access

Physics graduate teaching assistants' beliefs about a grading rubric: Lessons learned

Yerushalmi, E., Sayer, R., Marshman, E., Henderson, C. & Singh, C., 1 Dec 2016, p. 408-411.

Weizmann Institute of Science

Research output: Contribution to conference › Paper

Open Access

2015

Grading Practices and Considerations of Graduate Students at the Beginning of their Teaching Assignment

Yerushalmi, E., Marshman, E., Maries, A., Henderson, C. R. & Singh, C., 28 Apr 2015, p. 287-290.

Weizmann Institute of Science

Research output: Contribution to conference › Paper

Open Access

Instructional Goals and Grading Practices of Graduate Students after One Semester of Teaching Experience

Henderson, C., Marshman, E., Maries, A., Yerushalmi, E. & Singh, C., 24 Apr 2015, p. 111-114.

Weizmann Institute of Science

Research output: Contribution to conference › Paper

Open Access

Problem Solving in Science Learning

Yerushalmi, E. & Eylon, B.-S., 4 Jan 2015, Encyclopedia of Science Education. p. 786-790

Weizmann Institute of Science

Research output: Chapter in Book/Report/Conference proceeding › Chapter

2014

Problem solving vs. troubleshooting tasks: the case of sixth-grade students studying simple electric circuits

Safadi, R. & Yerushalmi, E., 26 Nov 2014, In: International Journal of Science and Mathematics Education. 12, 6, p. 1341-1366 26 p.

Weizmann Institute of Science

Research output: Contribution to journal › Article › peer-review

The Impact of Diagnosing Teacher-Made Erroneous Solutions, With the Aid of On-Line Prompts and Feedback, on Students' Diagnostic Skills

Ailabouni, S., Safadi, R. & Yerushalmi, E., Feb 2014, p. 7-16. 10 p.

Weizmann Institute of Science

Research output: Contribution to conference › Paper

Visualizing the entropy change of a thermal reservoir

Langbeheim, E., Safran, S. A. & Yerushalmi, E., 11 Mar 2014, In: Journal of Chemical Education. 91, 3, p. 380-385 6 p.

Weizmann Institute of Science

Research output: Contribution to journal › Article › peer-review

2013

Design guidelines for adapting scientific research articles: An example from an introductory level, interdisciplinary program on soft matter

Langbeheim, E., Safran, S. A. & Yerushalmi, E., 1 Jan 2013, 2012 Physics Education Research Conference. Rebello, N. S., Engelhardt, P. V. & Churukian, A. D. (eds.). p. 23-26 4 p. (AIP Conference Proceedings; vol. 1513).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

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, In: 2012 Physics Education Research Conference. 1513, 1, p. 23-26 4 p.

Weizmann Institute of Science

Research output: Contribution to journal › Conference article › peer-review

Evolution in students' understanding of thermal physics with increasing complexity

Langbeheim, E., Safran, S., Livne, S. & Yerushalmi, E., 12 Nov 2013, In: Physical Review Special Topics - Physics Education Research. 9, 2, 020117.

Weizmann Institute of Science

Research output: Contribution to journal › Article › peer-review

Open Access

Knowledge Integration While Interacting with an Online Troubleshooting Activity

Yerushalmi, E., Puterkovsky, M. & Bagno, E., Aug 2013, In: Journal of Science Education and Technology. 22, 4, p. 463-474 12 p.

Weizmann Institute of Science

Research output: Contribution to journal › Article › peer-review

Supporting teachers who introduce curricular innovations into their classrooms: A problem-solving perspective

Yerushalmi, E. & Eylon, B. S., 13 Jun 2013, In: Physical Review Special Topics-Physics Education Research. 9, 1, 010121.

Weizmann Institute of Science

Research output: Contribution to journal › Article › peer-review

Open Access

Teaching assistants' beliefs regarding example solutions in introductory physics

Lin, S. Y., Henderson, C., Mamudi, W., Singh, C. & Yerushalmi, E., 17 May 2013, In: Physical Review Special Topics-Physics Education Research. 9, 1, 010120.

Weizmann Institute of Science

Research output: Contribution to journal › Article › peer-review

Open Access

The challenge of teaching soft matter at the introductory level

Yerushalmi, E., 14 Jun 2013, In: Soft Matter. 9, 22, p. 5316-5318 3 p.

Weizmann Institute of Science

Research output: Contribution to journal › Review article › peer-review

2012

Erratum: "Introductory physics going soft" [Am. J. Phys. 80, 51-60 (2012)]

Langbeheim, E., Livne, S., Safran, S. A. & Yerushalmi, E., 23 Mar 2012, In: American Journal of Physics. 80, 4, p. 348 1 p.

Weizmann Institute of Science

Research output: Contribution to journal › Comment/debate

Meta-analysis of students' discourse in the context of online diagnostic activities in physics

Yerushalmi, E., Feb 2012, p. 202-211.

Weizmann Institute of Science

Research output: Contribution to conference › Paper

Open Access

File

Self Assembly in Soft Materials

Langbeheim, E., Livne, S., Safran, S. & Yerushalmi, E., Jan 2012, In: על כימיה. 20, p. 22-28

Weizmann Institute of Science

Research output: Contribution to journal › Article

Open Access

TA-designed vs. research-oriented problem solutions

Lin, S.-Y., Singh, C., Mamudi, W., Henderson, C. R. & Yerushalmi, E., 2012, 2011 Physics Education Research Conference. p. 255-258 4 p. (AIP Conference Proceedings; vol. 1413).

Weizmann Institute of Science

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

Open Access

The Group Administered Interactive Questionnaire: An Alternative to Individual Interviews

Yerushalmi, E., Henderson, C., Mamudi, W., Singh, C. & Lin, S.-Y., 2012, In: 2011 Physics Education Research Conference. 1413, p. 97-100 4 p.

Weizmann Institute of Science

Research output: Contribution to journal › Meeting Abstract › peer-review

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., 21 Sep 2012, In: Physical Review Special Topics-Physics Education Research. 8, 2, 020109.

Weizmann Institute of Science

Research output: Contribution to journal › Article › peer-review

Open Access

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., 21 Sep 2012, In: Physical Review Special Topics-Physics Education Research. 8, 2, 020110.

Weizmann Institute of Science

Research output: Contribution to journal › Article › peer-review

Open Access

2011

Introductory physics going soft

Langbeheim, E., Livne, S., Yerushalmi, E. & Safran, S. A., 21 Dec 2011, In: American Journal of Physics. 80, 1, p. 51-60 10 p.

Weizmann Institute of Science

Research output: Contribution to journal › Article › peer-review

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