Edit Yerushalmi

636 total citations
42 papers, 409 citations indexed

About

Edit Yerushalmi is a scholar working on Education, Developmental and Educational Psychology and Media Technology. According to data from OpenAlex, Edit Yerushalmi has authored 42 papers receiving a total of 409 indexed citations (citations by other indexed papers that have themselves been cited), including 33 papers in Education, 23 papers in Developmental and Educational Psychology and 10 papers in Media Technology. Recurrent topics in Edit Yerushalmi's work include Science Education and Pedagogy (24 papers), Innovative Teaching and Learning Methods (17 papers) and Educational Strategies and Epistemologies (10 papers). Edit Yerushalmi is often cited by papers focused on Science Education and Pedagogy (24 papers), Innovative Teaching and Learning Methods (17 papers) and Educational Strategies and Epistemologies (10 papers). Edit Yerushalmi collaborates with scholars based in Israel and United States. Edit Yerushalmi's co-authors include Charles Henderson, Patricia Heller, Kenneth Heller, Chandralekha Singh, Andrew J. Mason, S. A. Safran, Bat‐Sheva Eylon, Leon Hsu, Laura McCullough and Emily Marshman and has published in prestigious journals such as Soft Matter, American Journal of Physics and Science Education.

In The Last Decade

Edit Yerushalmi

40 papers receiving 369 citations

Peers — A (Enhanced Table)

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

Name h Career Trend Papers Cites
Edit Yerushalmi Israel 12 327 187 65 42 39 42 409
Mila Kryjevskaia United States 12 302 0.9× 141 0.8× 41 0.6× 54 1.3× 17 0.4× 20 383
Vincent P. Coletta United States 8 342 1.0× 144 0.8× 47 0.7× 44 1.0× 13 0.3× 19 417
Elizabeth Gire United States 11 270 0.8× 137 0.7× 99 1.5× 42 1.0× 12 0.3× 38 356
Esther Bagno Israel 10 260 0.8× 137 0.7× 47 0.7× 37 0.9× 30 0.8× 16 323
Hendrik Jan Pol Netherlands 8 260 0.8× 170 0.9× 33 0.5× 25 0.6× 20 0.5× 14 363
Homeyra R. Sadaghiani United States 10 282 0.9× 107 0.6× 70 1.1× 18 0.4× 20 0.5× 28 320
Juan R. Burciaga 4 239 0.7× 103 0.6× 72 1.1× 34 0.8× 18 0.5× 4 311
Edward Price United States 8 209 0.6× 90 0.5× 49 0.8× 13 0.3× 20 0.5× 41 263
Mustafa Başer Türkiye 9 326 1.0× 122 0.7× 59 0.9× 15 0.4× 80 2.1× 13 422
Peter Fletcher Australia 9 213 0.7× 105 0.6× 23 0.4× 22 0.5× 28 0.7× 18 292

Countries citing papers authored by Edit Yerushalmi

Since Specialization
Citations

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

Fields of papers citing papers by Edit Yerushalmi

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Edit Yerushalmi

This figure shows the co-authorship network connecting the top 25 collaborators of Edit Yerushalmi. A scholar is included among the top collaborators of Edit Yerushalmi 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 Edit Yerushalmi. Edit Yerushalmi 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.
Schwarz, Baruch B., et al.. (2025). Reconceptualizing Out‐of‐Field Teachers' Professional Development and Classroom Implementation: A Boundary Crossing Approach. Science Education. 109(6). 1531–1550. 1 indexed citations
3.
Yerushalmi, Edit, et al.. (2025). Long and winding road toward change in teachers’ goals and orientations in the instructional lab. Physical Review Physics Education Research. 21(1). 1 indexed citations
4.
Yerushalmi, Edit, et al.. (2024). Physics card games to support knowledge organization: design considerations and teachers’ attitudes. Physics Education. 59(5). 55010–55010. 1 indexed citations
5.
Schwarz, Baruch B., et al.. (2023). Interdisciplinary dialogic argumentation among out‐of‐field and in‐field physics teachers. Science Education. 107(6). 1457–1484. 1 indexed citations
6.
Marshman, Emily, et al.. (2023). The value of using different types of physics problems to help students become proficient problem-solvers. Physics Education. 59(1). 15018–15018. 2 indexed citations
7.
8.
Safran, S. A., et al.. (2020). Shifting the learning gears: Redesigning a project-based course on soft matter through the perspective of constructionism. Physical Review Physics Education Research. 16(2). 6 indexed citations
9.
10.
Yerushalmi, Edit, et al.. (2020). Re-defining lab norms via professional learning communities of physics teachers. The Physics Video Demonstration Database (Cornell University). 278–283. 3 indexed citations
11.
Yerushalmi, Edit, et al.. (2020). Science Teachers’ Attitudes towards Computational Modeling in the Context of an Inquiry-Based Learning Module. Journal of Science Education and Technology. 29(6). 785–796. 14 indexed citations
12.
Yerushalmi, Edit, et al.. (2012). Knowledge Integration While Interacting with an Online Troubleshooting Activity. Journal of Science Education and Technology. 22(4). 463–474. 6 indexed citations
13.
Yerushalmi, Edit, et al.. (2012). What do students do when asked to diagnose their mistakes? Does it help them? I. An atypical quiz context. Physical Review Special Topics - Physics Education Research. 8(2). 30 indexed citations
14.
Yerushalmi, Edit, et al.. (2012). What do students do when asked to diagnose their mistakes? Does it help them? II. A more typical quiz context. Physical Review Special Topics - Physics Education Research. 8(2). 31 indexed citations
15.
Yerushalmi, Edit. (2004). Assessing Reflection on Practice: A Problem Solving Perspective. AIP conference proceedings. 720. 153–156. 5 indexed citations
16.
Henderson, Charles, et al.. (2002). Students Learning Problem Solving in Introductory Physics - Forming an Initial Hypothesis of Instructors' Beliefs. The Physics Video Demonstration Database (Cornell University). 3 indexed citations
17.
Heller, Kenneth, et al.. (2002). Teaching Students Problem Solving in Introductory Physics: Forming an Initial Hypothesis of Instructors' Beliefs. The Physics Video Demonstration Database (Cornell University). 2 indexed citations
18.
Heller, Patricia, et al.. (2001). Instructors� Beliefs and Values about Learning Problem Solving. The Physics Video Demonstration Database (Cornell University). 9 indexed citations
19.
Heller, Kenneth, et al.. (2001). Instructors' Ideas about Problem Solving - Grading. The Physics Video Demonstration Database (Cornell University). 4 indexed citations
20.
Henderson, Charles, et al.. (2001). Instructors� Ideas about Problem Solving � Setting Goals. The Physics Video Demonstration Database (Cornell University). 12 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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