Bat‐Sheva Eylon

3.8k total citations
66 papers, 2.6k citations indexed

About

Bat‐Sheva Eylon is a scholar working on Education, Developmental and Educational Psychology and Experimental and Cognitive Psychology. According to data from OpenAlex, Bat‐Sheva Eylon has authored 66 papers receiving a total of 2.6k indexed citations (citations by other indexed papers that have themselves been cited), including 45 papers in Education, 27 papers in Developmental and Educational Psychology and 13 papers in Experimental and Cognitive Psychology. Recurrent topics in Bat‐Sheva Eylon's work include Science Education and Pedagogy (31 papers), Innovative Teaching and Learning Methods (17 papers) and Visual and Cognitive Learning Processes (12 papers). Bat‐Sheva Eylon is often cited by papers focused on Science Education and Pedagogy (31 papers), Innovative Teaching and Learning Methods (17 papers) and Visual and Cognitive Learning Processes (12 papers). Bat‐Sheva Eylon collaborates with scholars based in Israel, United States and Italy. Bat‐Sheva Eylon's co-authors include Marcia C. Linn, U. Ganiel, Esther Bagno, F. Reif, J. Silberstein, Ruth Ben‐Zvi, Ralph L. Cohen, Zahava Scherz, Miky Ronen and Yael Kali and has published in prestigious journals such as Child Development, Computers & Education and Review of Educational Research.

In The Last Decade

Bat‐Sheva Eylon

63 papers receiving 2.2k citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name h Career Trend Papers Cites
Bat‐Sheva Eylon Israel 24 2.0k 1.2k 363 281 180 66 2.6k
Richard Gunstone Australia 31 3.0k 1.5× 1.6k 1.4× 252 0.7× 226 0.8× 107 0.6× 113 3.6k
John J. Clement United States 29 2.9k 1.4× 1.8k 1.5× 626 1.7× 182 0.6× 87 0.5× 92 3.8k
Robert J. Beichner United States 25 2.5k 1.2× 841 0.7× 193 0.5× 765 2.7× 90 0.5× 65 3.2k
Malcolm Wells United States 4 2.2k 1.1× 1.0k 0.9× 247 0.7× 678 2.4× 65 0.4× 7 2.7k
José P. Mestre United States 24 2.5k 1.2× 1.4k 1.2× 434 1.2× 420 1.5× 44 0.2× 78 3.3k
Ibrahim A. Halloun United States 11 1.9k 0.9× 948 0.8× 243 0.7× 318 1.1× 46 0.3× 20 2.2k
Cedric Linder Sweden 25 1.6k 0.8× 923 0.8× 218 0.6× 187 0.7× 56 0.3× 101 2.2k
Andrée Tiberghien France 19 1.8k 0.9× 1.0k 0.9× 186 0.5× 97 0.3× 122 0.7× 79 2.3k
James D. Slotta Canada 19 1.8k 0.9× 1.5k 1.3× 356 1.0× 150 0.5× 85 0.5× 100 2.9k
David Hammer United States 38 4.8k 2.4× 3.4k 2.9× 407 1.1× 365 1.3× 233 1.3× 70 5.8k

Countries citing papers authored by Bat‐Sheva Eylon

Since Specialization
Citations

This map shows the geographic impact of Bat‐Sheva Eylon's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Bat‐Sheva Eylon with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Bat‐Sheva Eylon more than expected).

Fields of papers citing papers by Bat‐Sheva Eylon

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Bat‐Sheva Eylon. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Bat‐Sheva Eylon. The network helps show where Bat‐Sheva Eylon may publish in the future.

Co-authorship network of co-authors of Bat‐Sheva Eylon

This figure shows the co-authorship network connecting the top 25 collaborators of Bat‐Sheva Eylon. A scholar is included among the top collaborators of Bat‐Sheva Eylon based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Bat‐Sheva Eylon. Bat‐Sheva Eylon is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

20 of 20 papers shown
1.
Eylon, Bat‐Sheva, et al.. (2025). It takes a professional learning community to grow as a physics teacher. Physics Education. 61(1). 15004–15004.
2.
Bagno, Esther, et al.. (2021). Professional Growth of Physics Teacher-Leaders in a Professional Learning Communities Program: the Context of Inquiry-Based Laboratories. International Journal of Science and Mathematics Education. 20(8). 1813–1839. 12 indexed citations
3.
Bagno, Esther, et al.. (2019). Physics Teacher-Leaders' Learning in a National Program of Regional Professional Learning Communities. The Physics Video Demonstration Database (Cornell University). 6 indexed citations
4.
Pospiech, Gesche, et al.. (2015). The role of mathematics for physics teaching and understanding. 38(3). 110. 10 indexed citations
5.
Eylon, Bat‐Sheva, et al.. (2015). DANCE AND MOVEMENT AS MEANS TO PROMOTE PHYSICS LEARNING. EDULEARN15 Proceedings. 6881–6885.
6.
Eylon, Bat‐Sheva, et al.. (2013). EXPLICIT INSTRUCTION OF LEARNING SKILLS FOR SCIENCE EMBEDDED IN PHYSICS LEARNING MATERIALS. 2253–2258. 1 indexed citations
7.
Yerushalmi, Edit & Bat‐Sheva Eylon. (2013). Supporting teachers who introduce curricular innovations into their classrooms: A problem-solving perspective. Physical Review Special Topics - Physics Education Research. 9(1). 9 indexed citations
8.
Scherz, Zahava, et al.. (2011). Towards accomplished practice in learning skills for science (LSS): the synergy between design and evaluation methodology in a reflective CPD programme. Research in Science & Technological Education. 29(1). 49–69. 2 indexed citations
9.
Linn, Marcia C. & Bat‐Sheva Eylon. (2011). Science Learning and Instruction. 159 indexed citations
10.
Spektor‐Levy, Ornit, Bat‐Sheva Eylon, & Zahava Scherz. (2009). TEACHING SCIENTIFIC COMMUNICATION SKILLS IN SCIENCE STUDIES: DOES IT MAKE A DIFFERENCE?. International Journal of Science and Mathematics Education. 7(5). 875–903. 75 indexed citations
11.
Eylon, Bat‐Sheva, et al.. (2008). Motivating Teachers to Enact Free-Choice Project-Based Learning in Science and Technology (PBLSAT): Effects of a Professional Development Model. Journal of Science Teacher Education. 19(6). 565–591. 38 indexed citations
12.
Eylon, Bat‐Sheva, et al.. (2006). Probing High School Physics Students' Views and Concerns about Learning Activities. International Journal of Science and Mathematics Education. 4(2). 215–239. 2 indexed citations
13.
Eylon, Bat‐Sheva, et al.. (2004). "We Actually Saw Atoms with Our Own Eyes". Conceptions and Convictions in Using the Scanning Tunneling Microscope in Junior High School. Journal of Chemical Education. 81(4). 558–558. 22 indexed citations
14.
Eylon, Bat‐Sheva, et al.. (2001). A Longitudinal Study of Junior High School Students' Perceptions of the Particulate Nature of Matter.. 3 indexed citations
15.
Bagno, Esther, Bat‐Sheva Eylon, & U. Ganiel. (2000). From fragmented knowledge to a knowledge structure: Linking the domains of mechanics and electromagnetism. American Journal of Physics. 68(S1). S16–S26. 37 indexed citations
16.
Bagno, Esther & Bat‐Sheva Eylon. (1997). From problem solving to a knowledge structure: An example from the domain of electromagnetism. American Journal of Physics. 65(8). 726–736. 124 indexed citations
17.
Eylon, Bat‐Sheva & U. Ganiel. (1990). Macro‐micro relationships: the missing link between electrostatics and electrodynamics in students’ reasoning. International Journal of Science Education. 12(1). 79–94. 117 indexed citations
18.
Eylon, Bat‐Sheva, et al.. (1985). Extra‐curricular Science Courses: filling a gap in school science education. Research in Science & Technological Education. 3(1). 81–89. 10 indexed citations
19.
Wollman, Warren, Bat‐Sheva Eylon, & Anton E. Lawson. (1980). An analysis of premature closure in science and developmental stages. Journal of Research in Science Teaching. 17(2). 105–114. 3 indexed citations
20.
Wollman, Warren, Bat‐Sheva Eylon, & Anton E. Lawson. (1979). Acceptance of Lack of Closure: Is It an Index of Advanced Reasoning?. Child Development. 50(3). 656–656. 11 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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