Dina Tsybulsky

689 total citations
35 papers, 397 citations indexed

About

Dina Tsybulsky is a scholar working on Education, Developmental and Educational Psychology and Social Psychology. According to data from OpenAlex, Dina Tsybulsky has authored 35 papers receiving a total of 397 indexed citations (citations by other indexed papers that have themselves been cited), including 21 papers in Education, 10 papers in Developmental and Educational Psychology and 7 papers in Social Psychology. Recurrent topics in Dina Tsybulsky's work include Animal and Plant Science Education (6 papers), Teacher Education and Leadership Studies (6 papers) and Science Education and Pedagogy (6 papers). Dina Tsybulsky is often cited by papers focused on Animal and Plant Science Education (6 papers), Teacher Education and Leadership Studies (6 papers) and Science Education and Pedagogy (6 papers). Dina Tsybulsky collaborates with scholars based in Israel, United Kingdom and Denmark. Dina Tsybulsky's co-authors include Yulia Muchnik-Rozanov, Jeff Dodick, Ilya Levin, Orit Avidov‐Ungar, Dani Ben‐Zvi, Assaf Marom, Marina Milner‐Bolotin, Kathrin Kirchner, Svetlana Chachashvili‐Bolotin and Christine Ipsen and has published in prestigious journals such as SHILAP Revista de lepidopterología, Teaching and Teacher Education and International Journal of Science Education.

In The Last Decade

Dina Tsybulsky

28 papers receiving 380 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Dina Tsybulsky Israel 13 287 96 75 46 33 35 397
Peter Rillero United States 9 269 0.9× 77 0.8× 39 0.5× 26 0.6× 16 0.5× 33 355
Tobías Martín Páez Spain 3 231 0.8× 116 1.2× 80 1.1× 83 1.8× 18 0.5× 3 380
Kelly C. Margot United States 4 427 1.5× 124 1.3× 82 1.1× 101 2.2× 33 1.0× 10 608
Radu Bogdan Toma Spain 11 294 1.0× 153 1.6× 92 1.2× 68 1.5× 40 1.2× 41 444
Kristen Kereluik United States 6 341 1.2× 102 1.1× 125 1.7× 60 1.3× 16 0.5× 10 459
Elizabeth A. Ring‐Whalen United States 9 268 0.9× 79 0.8× 24 0.3× 46 1.0× 16 0.5× 11 344
Noemi Waight United States 11 254 0.9× 141 1.5× 40 0.5× 23 0.5× 38 1.2× 19 328
Alan Zollman United States 7 257 0.9× 97 1.0× 47 0.6× 36 0.8× 13 0.4× 24 362
Hyonyong Lee South Korea 7 288 1.0× 53 0.6× 104 1.4× 33 0.7× 17 0.5× 37 432
Danielle E. Kaplan United States 7 279 1.0× 190 2.0× 58 0.8× 41 0.9× 23 0.7× 18 442

Countries citing papers authored by Dina Tsybulsky

Since Specialization
Citations

This map shows the geographic impact of Dina Tsybulsky'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 Dina Tsybulsky with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Dina Tsybulsky more than expected).

Fields of papers citing papers by Dina Tsybulsky

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Dina Tsybulsky. 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 Dina Tsybulsky. The network helps show where Dina Tsybulsky may publish in the future.

Co-authorship network of co-authors of Dina Tsybulsky

This figure shows the co-authorship network connecting the top 25 collaborators of Dina Tsybulsky. A scholar is included among the top collaborators of Dina Tsybulsky 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 Dina Tsybulsky. Dina Tsybulsky 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.
Tsybulsky, Dina, et al.. (2025). Facilitating the Design and Analysis of Middle School Students’ Reasoning in the Context of Citizen Science . Science & Education. 34(6). 4545–4581. 1 indexed citations
2.
Tsybulsky, Dina, et al.. (2025). Taxonomy of digital curation activities that promote critical thinking. Smart Learning Environments. 12(1). 1 indexed citations
3.
Tsybulsky, Dina, et al.. (2025). Digital Curation for Teachers: Beyond Collecting to Achieving Science Teachers’ Professional Growth. Journal of Science Teacher Education. 1–20.
4.
Tsybulsky, Dina, et al.. (2024). Designing and teaching socio-scientific issues online: digital curation in the science classroom. International Journal of Science Education. 47(17). 2219–2238. 2 indexed citations
5.
Kirchner, Kathrin, et al.. (2024). Virtual communities of practice: nurturing teacher-coordinators’ well-being amidst stress and crisis. Journal of Professional Capital and Community. 9(4). 431–449.
6.
7.
Tsybulsky, Dina, et al.. (2023). Living the DReaM: The interrelations between statistical, scientific and nature of science uncertainty articulations through citizen science. Instructional Science. 51(5). 729–762. 7 indexed citations
8.
Tsybulsky, Dina, et al.. (2023). Digital Curation as a Pedagogical Approach to Promote Critical Thinking. Journal of Science Education and Technology. 32(6). 814–823. 7 indexed citations
9.
Tsybulsky, Dina & Yulia Muchnik-Rozanov. (2023). The contribution of a project-based learning course, designed as a pedagogy of practice, to the development of preservice teachers' professional identity. Teaching and Teacher Education. 124. 104020–104020. 17 indexed citations
10.
Tsybulsky, Dina, et al.. (2023). Natural History Museum Guides’ Conceptions on the Integration of the Nature of Science. Science & Education. 34(1). 511–529.
11.
Tsybulsky, Dina, et al.. (2022). IoT in Project-Based Biology Learning: Students’ Experiences and Skill Development. Journal of Science Education and Technology. 31(4). 542–553. 14 indexed citations
12.
Avidov‐Ungar, Orit & Dina Tsybulsky. (2021). Shaping Teachers' Perceptions of their role in the Digital age Through Participation in an Online PBL-based Course. The Electronic Journal of e-Learning. 19(3). pp186–198. 3 indexed citations
13.
14.
Tsybulsky, Dina. (2020). Digital curation for promoting personalized learning: A study of secondary-school science students’ learning experiences. Journal of Research on Technology in Education. 52(3). 429–440. 22 indexed citations
15.
Tsybulsky, Dina, et al.. (2019). From Frustration to Insights: Experiences, Attitudes, and Pedagogical Practices of Preservice Science Teachers Implementing PBL in Elementary School. Journal of Science Teacher Education. 30(3). 259–279. 20 indexed citations
16.
Tsybulsky, Dina & Orit Avidov‐Ungar. (2019). Teachers' perceptions on what it means to be a teacher in the digital age. Society for Information Technology & Teacher Education International Conference. 2076–2084. 1 indexed citations
17.
Muchnik-Rozanov, Yulia & Dina Tsybulsky. (2019). Towards understanding the language of student teachers’ reflections in the context of professional identity development. Reflective Practice. 20(4). 520–532. 14 indexed citations
18.
Tsybulsky, Dina, Marina Milner‐Bolotin, & Svetlana Chachashvili‐Bolotin. (2018). STEM OR S.T.E.M.? CHALLENGING A TRADITIONAL PARADIGM THROUGH INNOVATIVE THREE-STEP APPROACH TO STEM TEACHER EDUCATION. ICERI proceedings.
19.
Tsybulsky, Dina, et al.. (2017). High-school students in university research labs? Implementing an outreach model based on the ‘science as inquiry’ approach. Journal of Biological Education. 1–14. 17 indexed citations
20.
Tsybulsky, Dina, et al.. (2017). The Constructionist Learning Approach in the Digital Age. Creative Education. 8(15). 2463–2475. 21 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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2026