Yael Shwartz

1.9k total citations · 1 hit paper
18 papers, 1.3k citations indexed

About

Yael Shwartz is a scholar working on Education, Developmental and Educational Psychology and Social Psychology. According to data from OpenAlex, Yael Shwartz has authored 18 papers receiving a total of 1.3k indexed citations (citations by other indexed papers that have themselves been cited), including 16 papers in Education, 12 papers in Developmental and Educational Psychology and 3 papers in Social Psychology. Recurrent topics in Yael Shwartz's work include Science Education and Pedagogy (14 papers), Educational Strategies and Epistemologies (8 papers) and Innovative Teaching and Learning Methods (7 papers). Yael Shwartz is often cited by papers focused on Science Education and Pedagogy (14 papers), Educational Strategies and Epistemologies (8 papers) and Innovative Teaching and Learning Methods (7 papers). Yael Shwartz collaborates with scholars based in Israel, United States and Spain. Yael Shwartz's co-authors include David Fortus, Joe Krajcik, Ruth Ben‐Zvi, Avi Hofstein, Brian J. Reiser, Lisa Kenyon, Barbara Hug, Christina V. Schwarz, Elizabeth A. Davis and Andrés Acher and has published in prestigious journals such as SHILAP Revista de lepidopterología, Sustainability and Journal of Research in Science Teaching.

In The Last Decade

Yael Shwartz

18 papers receiving 1.2k citations

Hit Papers

align trajectories

What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners

2009 779 citations Christina V. Schwarz, Brian J. Reiser et al. Journal of Research in Science Teaching profile →

Peers

Yael Shwartz

EDUCA

DEP

CSA

PTC

Lisa Kenyon United States

Barbara Hug United States

Joe Krajcik United States

Andrés Acher Germany

Rosemary S. Russ United States

Maija Aksela Finland

Alicia C. Alonzo United States

Barbara C. Buckley United States

Umesh Ramnarain South Africa

Gail Chittleborough Australia

Lisa Kenyon United States

Yael Shwartz

1.2k ×1.0

EDUCA

804 ×1.3

DEP

126 ×1.2

CSA

127 ×1.2

62 ×0.7

PTC

Citations per year, relative to Yael Shwartz Yael Shwartz (= 1×) peers Lisa Kenyon

Countries citing papers authored by Yael Shwartz

Since Specialization

Citations

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

Fields of papers citing papers by Yael Shwartz

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

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

Co-authorship network of co-authors of Yael Shwartz

This figure shows the co-authorship network connecting the top 25 collaborators of Yael Shwartz. A scholar is included among the top collaborators of Yael Shwartz 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 Yael Shwartz. Yael Shwartz is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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18 of 18 papers shown

Shwartz, Yael, et al.. (2024). SSI-based instruction by secondary school teachers: what really happens in class?. International Journal of Science Education. 46(18). 1944–1962. 4 indexed citations

Shwartz, Yael, et al.. (2023). From Ideal to Practical—A Design of Teacher Professional Development on Socioscientific Issues. Sustainability. 15(14). 11394–11394. 5 indexed citations

Scherz, Zahava, et al.. (2022). WhatsApp Discourse Throughout COVID-19: Towards Computerized Evaluation of the Development of a STEM Teachers Professional Learning Community. International Journal of Artificial Intelligence in Education. 33(4). 1120–1144. 3 indexed citations

Freire, Sofia, et al.. (2022). Drawing as a Space for Social-Cognitive Interaction. Education Sciences. 12(1). 45–45. 5 indexed citations

Shwartz, Yael, et al.. (2021). Students' mechanistic reasoning in practice: Enabling functions of drawing, gestures and talk. Science Education. 106(1). 199–225. 18 indexed citations

Henze, Ineke, et al.. (2019). Science teachers' pedagogical content knowledge development during enactment of socioscientific curriculum materials. Journal of Research in Science Teaching. 56(9). 1207–1233. 60 indexed citations

Henze, Ineke, et al.. (2017). Exploring the impact of educative materials on teachers’ pedagogical content knowledge.. 3 indexed citations

Fortus, David, Yael Shwartz, & Sherman Rosenfeld. (2015). High School Students’ Meta-Modeling Knowledge. Research in Science Education. 46(6). 787–810. 28 indexed citations

Shwartz, Yael, et al.. (2014). Enhancing Students’ Motivation to Learn Chemistry. SHILAP Revista de lepidopterología. 2(2). 100–123. 5 indexed citations

10.

Shwartz, Yael, et al.. (2013). Using wiki to create a learning community for chemistry teacher leaders. Chemistry Education Research and Practice. 14(3). 312–323. 5 indexed citations

11.

Shwartz, Yael, et al.. (2009). Talking Science: Classroom Discussions and Their Role in Inquiry-Based Learning Environments. The Science Teacher. 76(5). 44. 10 indexed citations

12.

Schwarz, Christina V., Brian J. Reiser, Elizabeth A. Davis, et al.. (2009). Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners. Journal of Research in Science Teaching. 46(6). 632–654. 779 indexed citations breakdown →

13.

Merritt, Joi, Joseph Krajcik, & Yael Shwartz. (2008). Development of a learning progression for the particle model of matter. International Conference of Learning Sciences. 75–81. 20 indexed citations

14.

Shwartz, Yael, et al.. (2008). The Driving Question Board: A Visual Organizer for Project-Based Science. The Science Teacher. 75(8). 33. 3 indexed citations

15.

Shwartz, Yael, et al.. (2008). The IQWST Experience: Using Coherence as a Design Principle for a Middle School Science Curriculum. The Elementary School Journal. 109(2). 199–219. 55 indexed citations

16.

Shwartz, Yael, Ruth Ben‐Zvi, & Avi Hofstein. (2006). Chemical Literacy: What Does This Mean to Scientists and School Teachers?. Journal of Chemical Education. 83(10). 1557–1557. 48 indexed citations

17.

Shwartz, Yael, Ruth Ben‐Zvi, & Avi Hofstein. (2006). The use of scientific literacy taxonomy for assessing the development of chemical literacy among high-school students. Chemistry Education Research and Practice. 7(4). 203–225. 169 indexed citations

18.

Shwartz, Yael, Ruth Ben‐Zvi, & Avi Hofstein. (2005). The importance of involving high‐school chemistry teachers in the process of defining the operational meaning of ‘chemical literacy’. International Journal of Science Education. 27(3). 323–344. 80 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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