Current projects

Coupled Cognition in Inquiry: Investigating How Generative AI Reconfigures Scientific Reasoning and Practice

Supported by the Israel Science Foundation (2026-2029)

Physics explorations: From data to models

Supported by The Eddie and Jules Trump Family Foundation (2026-2029)

Precollege Arab youth as facilitators of STEM outreach activities in Arab schools in Israel: The emergence of science capital, together with Prof. Fadia Nasser-Abu Alhija, Tel Aviv University, and in collaboration with Alrowad for Science and Technology.

Supported by the Israel Science Foundation (2022-2026).

• Ganaiem, W., Nasser-Abu-Alhija, F., Kapon, S. (2025). Supporting the emergence of science capital in minoritized youth through guided experiences as facilitators of science outreach. Journal of Research in Science Teaching, 62(9), 2080-2102. https://doi.org/10.1002/tea.70012
• Ganaiem, W., Nasser-Abu-Alhija, F., & Kapon, S. (2024). Who gains? Who loses? STEM outreach facilitators negotiating power relations while expressing their critical agency. In R. Lindgren, T. I. Asino, E. A. Kyza, C. K. Looi, D. T. Keifert, & E. Suárez (Eds.), Proceedings of the 18th International Conference of the Learning Sciences – ICLS 2024 (pp. 2215–2216). Buffalo, USA: International Society of the Learning Sciences.
• Ganaiem, W., Nasser-Abu-Alhija, F., & Kapon, S. (2026). Becoming facilitators of change: Recognition and agency in STEM professional development for minoritized outreach instructors. In B. K. Litts, D. DeLiema, C. Lee, S. Krist, A. Mawasi, L. Martin, & K. Kumpulainen (Eds.), Proceedings of the 20th International Conference of the Learning Sciences – ICLS 2026 (pp. 1332–1336). Irvine, California, USA: International Society of the Learning Sciences.

Completed projects

The physics and engineering of motion: An online course (MOOC) for mathematical and computational modeling based inquiry.

Supported by The Eddie and Jules Trump Family Foundation (2020-2024).

• Porat, G., Reshef-Israeli, T ., Raviv, G., Kapon, S. (2024). The Physics of Motion – Mathematical and computational Modling of motion. A MOOC for secondary school students, in Hebrew and Arabic. Published on Campus IL.
• Zohar, A., Ston I., Kapon, S. (2026). In-Field and Out-of-Field Teachers incorporating a bMOOC in Physics Classrooms: Challenges and Opportunities. Journal of Science Education and Technology. https://doi.org/10.1007/s10956-026-10357-x

Incorporating authentic research experiences into high school physics: Relating students’ learning to features of mentorship. In collaboration with the Acheret Center.

Supported by the Israel Science Foundation (2016-2020).

• 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
• Kapon, S., Laherto, A., & Levrini, O. (2016). Conceptualizing authenticity and relevance of science education in interactional terms. In C. K. Looi, J. L. Polman, U. Cress, & P. Reimann (Eds.), Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016 (Proceedings Vol. 2, 843–846). Singapore: International Society of the Learning Sciences.
• 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
• 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: 1119/perc.2018.pr.Kapon.
• Kapon S., Schvartzer, M., ^tPeer, 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
• Kapon, S., Schvartzer M. (2024). Guided inquiry into a physics equation. Cognition and Instruction, 42(1), 159-206, https://doi.org/10.1080/07370008.2023.2197232
• Garah, L., Kapon, S. (2024). The reification of identity narratives in teacher-student discourse during an inquiry project. Science Education, 108, 190–222. https://doi.org/10.1002/sce.21831
• Garah, L., Kapon, S. (2025). Why do minoritized students shift between languages during a physics inquiry? Journal of Research in Science Teaching, 62(10), 2147-2168. https://doi.org/10.1002/tea.70016  Finalist – 2026 NARST/NSTA Research Worth Reading Award.
• Peer, T., Kapon, S., (2025). Instructional design and teaching that fosters meaningful engagement in disciplinary practice in a Maker project in physics. Physics Education, 60 065032. https://doi.org/10.1088/1361-6552/ae0d26

Physics in CHAVRUTA (A model for supporting early career physics teachers)

Originally supported by the Trump Foundation (2016-2019), and later (2019-2020) by the Israel Ministry of Education and the Technion Social-Hab.

• Kapon, S., Colton, A. (2020). Physics in Chavruta – A model for supporting early career teachers. The Physics Teacher, 58(6), 425–429.

Electromagnetic radiation and waves for non-science majors

Supported by the Israel Ministry of Education.

• 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 into Arabic, 161 pages, will be published in print next year. A teachers’ guide, 110 pages, Hebrew, published online.
• 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.

Building and calibrating a measurement device – From hands on to minds on.

Supported by the Israel Ministry of Education.

• Porat, G., Kapon S. (2017). Constructing and calibrating measurement devices – From hands on to minds on. Jerusalem: Israel Ministry of Education. A teachers’ guide, 58 pages, Hebrew, published online.
• Porat, G., Kapon, S. (2018). Building measurement devices with students – From hands on to minds on. The Physics Teacher, 56(7), 461-465.

Creative uses of the history of science in the instruction of physics

Supported by the Israel Ministry of Education.

• Elazar, M., Schvartzer, M. (2018). Creative use of the history of science in the instruction of physics. S. Kapon and A. Merzel (Eds.). Jerusalem: Israel Ministry of Education. A teachers’ guide, 176 pages, Hebrew, published online.
• Schvartzer, M., Elazar M., Kapon S. (2021). Learning physics by following in Galileo’s footsteps. Science & Education. 30 (1), 165–179.

Educating pre-service physics teachers as designers of learning

Learning physics-specific pedagogies through cycles of design and teaching of physics lessons.

• 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.
• 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.

From playing a game to solving an equation

Integrating digital games into formal schooling. Collaboration with Prof. Michal Tabach, Tel Aviv University.

• 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.

Conceptualizing people’s sense of what constitutes a good explanation of phenomena in the physical world.

• Kapon, S. (2017). Unpacking Sensemaking. Science Education, 101(1), 165–198.
• Kapon, S., Parnafes, O. (2014). Explanations that make sense. In J. 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.

Projects completed prior to Dr. Kapon’s arrival to the Technion

Analogical reasoning and conceptual change in physics education

Supported by a Marie Curie International Outgoing Fellowship for Career Development within the 7th European Community Framework Program. Outgoing host: Prof. Andrea A. diSessa, University of California Berkeley. Return host: Prof. Tommy Dreyfus, Tel Aviv University.

• 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).
• Kapon S., diSessa A.A. (2012). Reasoning through Instructional Analogies. Cognition and Instruction, 30(3), 261–310.
• 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.