| Unpacking sensemaking S Kapon Science Education 101 (1), 165-198, 2017 | 108 | 2017 |
| Reasoning through instructional analogies S Kapon, AA diSessa* Cognition and Instruction 30 (3), 261-310, 2012 | 104 | 2012 |
| Disciplinary authenticity and personal relevance in school science S Kapon, A Laherto, O Levrini Science Education 102 (5), 1077-1106, 2018 | 89 | 2018 |
| Doing research in school: Physics inquiry in the zone of proximal development S Kapon Journal of Research in Science Teaching 53 (8), 1172-1197, 2016 | 71 | 2016 |
| Explaining the unexplainable: Translated scientific explanations (TSE) in public physics lectures S Kapon, U Ganiel, BS Eylon International Journal of Science Education 32 (2), 245-264, 2010 | 38 | 2010 |
| Perceiving permutations as distinct outcomes: the accommodation of a complex knowledge system S Kapon, G Ron, R Hershkowitz, T Dreyfus Educational Studies in Mathematics 88, 43-64, 2015 | 19 | 2015 |
| Scientific argumentation in public physics lectures: bringing contemporary physics into high-school teaching S Kapon, U Ganiel, B Eylon Physics education 44 (1), 33, 2009 | 19 | 2009 |
| Forms of participation in an engineering maker‐based inquiry in physics S Kapon, M Schvartzer, T Peer Journal of Research in Science Teaching 58 (2), 249-281, 2021 | 18 | 2021 |
| Instructional explanations as an interface—the role of explanatory primitives S Kapon, AA diSessa AIP conference proceedings 1289 (1), 189-192, 2010 | 12 | 2010 |
| Bridging the knowledge gap: An analysis of Albert Einstein’s popularized presentation of the equivalence of mass and energy S Kapon Public understanding of science 23 (8), 1013-1024, 2014 | 8 | 2014 |
| Goals and design of public physics lectures: Perspectives of high-school students, physics teachers and lecturers S Kapon, U Ganiel, B Eylon Physics education 44 (5), 528, 2009 | 8 | 2009 |
| Incorporating a digital game into the formal instruction of algebra S Kapon, A Halloun, M Tabach Journal for Research in Mathematics Education 50 (5), 555-591, 2019 | 7 | 2019 |
| Disciplinary identities in interdisciplinary topics: challenges and opportunities for teacher education B Eleonora, B Berta, R Oscar, MR Aguada, G Joaquim, P Carolina, ... ESERA 2021: Fostering scientific citizenship in an uncertain world, 934-943, 2022 | 6 | 2022 |
| Content-specific pedagogical knowledge, practices, and beliefs underlying the design of physics lessons: A case study S Kapon, A Merzel Physical Review Physics Education Research 15 (1), 010125, 2019 | 6 | 2019 |
| Guiding physics teachers by following in Galileo’s footsteps M Schvartzer, M Elazar, S Kapon Science & Education 30 (1), 165-179, 2021 | 5 | 2021 |
| Conceptualizing authenticity and relevance of science education in interactional terms S Kapon, A Laherto, O Levrini Singapore: International Society of the Learning Sciences, 2016 | 5 | 2016 |
| Utilizing public scientific web lectures to teach contemporary physics at the high school level: A case study of learning S Kapon, U Ganiel, BS Eylon Physical Review Special Topics-Physics Education Research 7 (2), 020108, 2011 | 5 | 2011 |
| Explanatory framework for popular physics lectures S Kapon, U Ganiel, BS Eylon AIP Conference Proceedings 951 (1), 124-127, 2007 | 5 | 2007 |
| Crossing boundaries–Examining and problematizing interdisciplinarity in science education S Kapon, S Erduran Engaging with contemporary challenges through science education research …, 2021 | 4 | 2021 |
| Nurturing sensemaking of, through, and with a mathematical model S Kapon, M Schvartzer Physics Education Research Conference Proceedings, doi:10.1119/perc.2018.pr …, 2018 | 4 | 2018 |
