Publications

Articles in Refereed Journals

  1. Kapon, S., Ganiel, U., & Eylon, B. (2009). Scientific Argumentation in Public Physics Lectures: Bringing Contemporary Physics into High School Teaching. Physics Education, 44(1), 33-38. https://iopscience.iop.org/article/10.1088/0031-9120/44/1/004
  2. Kapon, S., Ganiel, U., & Eylon, B. (2009). Goals and Design of Public Physics Lectures: Perspectives of High School Students, Physics Teachers and Lecturers. Physics Education, 44(5), 528-535. https://iopscience.iop.org/article/10.1088/0031-9120/44/5/014
  3. Kapon, S., Ganiel, U., & Eylon, B. (2010). Explaining the Unexplainable: Translated Scientific Explanations (TSE) in Public Physics Lectures. International Journal of Science Education, 32(2), 245 – 264. https://doi.org/10.1080/09500690802566632
  4. Kapon, S., Ganiel, U., & Eylon, B. (2011). Utilizing Public Scientific Web Lectures to Teach Contemporary Physics at the High School Level: A Case Study of Learning. Physical Review Special Topics – Physics Education Research, 7(2), 020108. http://dx.doi.org/10.1103/PhysRevSTPER.7.020108
  5. Kapon S., diSessa A.A. (2012). Reasoning through Instructional Analogies. Cognition and Instruction 30(3), 261–310. https://doi.org/10.1080/07370008.2012.689385
  6. Kapon, S. (2013). Constructing Conceptual Meaning from a Popular Scientific Article – The Case of E=mc2. Physics Education, 48(1), 90-95. https://iopscience.iop.org/article/10.1088/0031-9120/48/1/90/meta
  7. Kapon S. (2014, November). Bridging the knowledge gap – An analysis of Albert Einstein’s’ popularized presentation of the equivalence of mass and energy. Public Understanding of Science, 23(8), 1013-1024. https://doi.org/10.1177/0963662512471617
  8. Kapon, S., Ron, G., Hershkowitz, R., & Dreyfus, T. (2015). Perceiving permutations as distinct outcomes: the accommodation of a complex knowledge system.Educational Studies in Mathematics, 88(1), 43-64. https://doi.org/10.1007/s10649-014-9570-2
  9. Kapon, S. (2016). Doing research in school: Physics Inquiry in the Zone of Proximal Development. Journal of Research in Science Teaching, 53(8), 1172–1197. https://doi.org/10.1002/tea.21325
  10. Kapon, S. (2017). Unpacking Sensemaking. Science Education, 101(1), 165–198. https://doi.org/10.1002/sce.21248
  11. Kapon S., Laherto, A., Levrini, O. (2018). Disciplinary authenticity and personal relevance in school science. Science Education, 102 (5), 1077–1106. https://doi.org/10.1002/sce.21458
  12. Porat, G., Kapon, S. (2018). Building measurement devices with students – From hands-on to minds on. The Physics Teacher, 56(7), 461-465. https://doi.org/10.1119/1.5055330
  13. Kapon, S., Merzel, A. (2019). Pre-service physics teachers’ learning from guided cycles of sensemaking of their pedagogical design and teaching. Physics Education, 54(1), 015026. https://iopscience.iop.org/article/10.1088/1361-6552/aaebbe
  14. Kapon, S., Merzel, A. (2019). Content-specific pedagogical knowledge, practices, and beliefs underlying the design of physics lessons. Physical Review Physics Education Research, 15 (1), 010125. https://doi.org/10.1103/PhysRevPhysEducRes.15.010125
  15. Kapon, S., Halloun, A., Tabach, M. (2019). Incorporating a digital game into the formal instruction of algebra: A comparative examination of four implementations. Journal for Research in Mathematics Education. 50(5), 555–591. https://www.jstor.org/stable/10.5951/jresematheduc.50.5.0555
  16. Kapon, S., Colton, A. (2020). Physics in Chavruta – A model for supporting early career teachers. The Physics Teacher, 58(6), 425–429. https://doi.org/10.1119/10.0001843
  17. Schvartzer, M., Elazar M., Kapon S. (2021). Learning physics by following in Galileo’s footsteps. Science & Education. 30 (1), 165–179. https://doi.org/10.1007/s11191-020-00160-4
  18. Kapon, S., Veksler, H. (2021). Teaching non-science majors about electromagnetic radiation – Aiming for scientific literacy and a sense of relevance. In a special issue titled Curriculum Development: Theory into Design. Physical Review Physics Education Research, 16(2), 020141. https://doi.org/10.1103/PhysRevPhysEducRes.16.020141
  19. Kapon S., Schvartzer, M., Peer, T. (2021). Forms of participation in a maker-based inquiry in physics. Journal of Research in Science Teaching, 58(2), 249-281. https://doi.org/10.1002/tea.21654
  20. Keren, L., Kapon, S. (2022). Stereotypical attributes of scientist and engineers in jokes. Science & Education. https://doi.org/10.1007/s11191-022-00364-w
  21. Kapon, S., Schvartzer M. (2023). Guided inquiry into a physics equation. Cognition and Instruction. https://doi.org/10.1080/07370008.2023.2197232
  22. Garah, L., Kapon S. (2023). The reification of identity narratives in teacher-student discourse during an inquiry project. Science Education. https://doi.org/10.1002/sce.21831
  23. Garah, L., Kapon S. (under review). Shifting between languages during an inquiry process.
  24. Zohar, A., Faraj, S., Cohn, A., Kapon, S. (under review). Doing research in school: The interrelations between epistemic agency and epistemic affect.

Chapters in Books

  1. Kapon, S. (2015). From new educational technologies to personal-instructional repertoire. In M. Grangeat (Ed.), Understanding Science Teacher Professional Knowledge Growth (pp. 171-185). Rotterdam: Sense Publishers. Abstract.
  2. Kapon, S. (2015). Gestures, Speech and Manipulation of Objects as a Window and Interface to Individual Cognition. In A. A. diSessa, M. Levin, & N. J. S. Brown (Eds.), Knowledge and interaction: A synthetic agenda for the learning sciences (pp. 236-251). New York, NY: Routledge. Online version.
  3. Kapon, S. (2017). Evaluating self-generated explanations in the process of understanding. In T. Amin & O. Levrini (Eds.), C. Chinn (Section Ed.). Converging and complementary perspectives on conceptual change (pp . 198-205). New York, NY: Routledge.
  4. Kapon, S. (2020). Emergent STEM teaching possibilities in an era of educational technologies. In Yifat Ben‐David Kolikant, Dragana Martinovic, and Marina Milner‐Bolotin (Eds.), STEM Teachers and Teaching in the Era of Change: Professional expectations and advancement in 21st Century Schools (pp. 261 – 270). Dordrecht, The Netherlands: Springer. https://doi.org/10.1007/978-3-030-29396-3_14
  5. Kapon. S., Erduran, S. (in press). Crossing boundaries – Examining and problematizing interdisciplinarity in science education. In O. Levrini, G. Tasquier, T. Amin, L. Branchetti, M. Levin (Eds.), Engaging with Contemporary Challenges through Science Education Research: Selected papers from the ESERA 2019 Conference. Springer.
  6. Kapon, S., & Berland, L. K. (2023). Epistemic models of sensemaking and reasoning. In M. F. Taşar & P. R. L. Heron (Eds.), International Handbook of Physics Education Research, Volume 1: Learning Physics (pp. 12-1–12-22). AIP Publishing, Melville, New York. PDF

Textbooks (curriculum in Hebrew)

  1. Porat, G., Kapon S. (2017). Constructing and calibrating measurement devices – From hands on to minds on. Jerusalem: Israel Ministry of Education. A teacher guide, 58 pages, Hebrew, published online.
  2. Elazar, M., Schvartzer, M. (2018). Creative use of the history of science in the instruction of physics. S. Kapon and A. Merzels (Eds.). Jerusalem: Israel Ministry of Education. A teacher guide, 176 pages, Hebrew, published online. (This teacher guide emerged from an outstanding undergraduate students’ project).
  3. Veksler, H., Kapon, S. (2018). Electromagnetic Radiation – Principles, Applications, and Decisions. Jerusalem: Israel Ministry of Education. A textbook for high school students, 144 pages, Hebrew, published in print. A translation to Arabic, 161 pages, will be published in print next year. A teacher guide, 110 pages, Hebrew, published online.

Articles in Refereed Conference Proceedings

  1. Kapon, S., Ganiel, U., & Eylon, B. (2007). Explanatory framework for popular physics lectures. In L. Hsu, C. Henderson & L. McCullough (Eds.), American Institute of Physics Conference Proceedings: Physics Education Research Conference (Vol. 951, pp. 124-127). Melville, NY: American Institute of Physics. PDF.
  2. Kapon, S., Ganiel, U., & Eylon, B. (2009). Public Scientific Web-Lectures: Tracing and Supporting Learning and Transfer. In Y. Eshet-Alkalai, A. Caspi, S. Eden, N. Geri & Y. Yair (Eds.), Learning in the technological era: Proceedings of the Chais conference on instructional technologies research(pp. 107-113). Raanana: The Open University of Israel. PDF.
  3. Kapon, S., Ganiel, U., & Eylon, B. (2010). Public Physics Lectures as an Instructional Resource: Tracing Changes in Students’ Knowledge. Proceedings of National Association of Research in Science Teaching, 2010 Annual Conference.Philadelphia, PA.
  4. Kapon, S., & diSessa, A. A. (2010). Instructional explanations as an interface – the role of explanatory primitives. In M. Sabella, C. Singh & S. Rebello (Eds.), American Institute of Physics Conference Proceedings: Physics Education Research Conference (Vol. 1289, pp. 189-192). Melville, NY: American Institute of Physics. Finalist in the PERC Proceedings Best Paper Award. PDF.
  5. Kapon, S. (2012). Combining knowledge and interaction perspectives to decipher learning during a clinical interview. In J. van Aalst, K. Thompson, M. J. Jacobson, and P. Reimann (Eds.), The Future of Learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012). (Vol. 2, pp. 511-512). International Society of the Learning Sciences: Sydney, NSW, AUSTRALIA. PDF.
  6. Kapon, S. (2014). On the epistemic nature of pedagogical content knowledge. The European Science Education Research Association (ESERA) Biannual Conference Proceedings. PDF.
  7. Kapon, S., Parnafes, O. (2014). Explanations that make sense. In L. Polman, E. A. Kyza, D. K. O’Neill, I. Tabak, W. R. Penuel, A. S. Jurow, K. O’Connor, T. Lee, and L. D’Amico, (Eds.), Learning and becoming in practice: The International Conference of the Learning Sciences (ICLS) 2014, (Vol. 2, pp. 887-894). International Society of the Learning Sciences: Boulder, CO. PDF.
  8. Kapon, S. (2014). From playing a game to solving an equation. In L. Polman, E. A. Kyza, D. K. O’Neill, I. Tabak, W. R. Penuel, A. S. Jurow, K. O’Connor, T. Lee, and L. D’Amico, (Eds.), Learning and becoming in practice: The International Conference of the Learning Sciences (ICLS) 2014, (Vol. 2, pp. 1062-1066). International Society of the Learning Sciences: Boulder, CO. PDF.
  9. Kapon, S., Laherto, A., & Levrini, O. (2016). Conceptualizing Authenticity and Relevance of Science Education in Interactional Terms. In C. K. Looi, J. Polman, U. Cress, & P. Reinmann (Eds.), The International Conference of the Learning Sciences (ICLS) (pp. 843–846). Conference Proceedings, Singapore: International Society of the Learning Sciences. PDF.
  10. Kapon, S., & Schvartzer, M. (2018). Nurturing sensemaking of, through, and with a mathematical model, 2018 Physics Education Research Conference (PERC) Proceedings [Washington, DC, August 1-2, 2018], edited by A. Traxler, Y. Cao, and S. Wolf, doi:10.1119/perc.2018.pr.Kapon.
  11. Abes, A., Ben-Amy H., & Kapon, S. (2022). Dynamic Modelling of Collaborative Sensemaking: A Case Study. Proceedings of the 16th International Conference of the Learning Sciences (ICLS). Hiroshima, Japan.

Articles in Professional Journals for Teachers (Hebrew)

  1. Kapon, S., Aharon, I.. (2013). Utilizing Albert Einstein’s popular text on the equivalence of mass and energy as an organizing framework for the instruction of energy.Tehuda – The Israeli Physics Teachers Journal, 31(2), 26-31.

קפון, ש. אהרון, ע. (2013). שימוש במאמר פופולארי של אלברט איינשטיין על האקוויוולנטיות בין מסה ואנרגיה כמסגרת מארגנת לדיון באנרגיה. תהודה, עיתון מורי הפיסיקה בישראל, 31(2), עמ’ 26-31. PDF .