Publications – Dr. Dina Tsybulsky

Theses

  1. Tsybulsky, D. (2007). Enhancing the visitor experience on guided museum tours: accessing and utilizing visitors’ entrance narratives. M.Sc. thesis in science education. Jerusalem, Israel: The Hebrew University. Supervision: Camhi, J. [In Hebrew with abstract in English].
  2. Tsybulsky, D. (2014). The effect of educational field trips to university research labs on students’ understanding of the nature of science and attitudes towards science. Ph.D. thesis in science education. Jerusalem, Israel: The Hebrew University. Supervision: Dodick, J. & Camhi, J. [In Hebrew with abstract in English].

Refereed Papers in Professional Journals

  1. Tsybulsky (Tsybulskaya), D. & Camhi, J. (2010). Accessing and incorporating visitors’ entrance narratives in guided museum tours. Curator, 52(1), 81-100. PDFhttps://doi.org/10.1111/j.2151-6952.2009.tb00335.x
  2. Camhi, J., Dodick, J. & Tsybulsky, D. (2013). An ‘open-campus museum’ for sharing science with the public. International Journal of Science in Society, 4(4), 101-108. PDFhttps://doi.org/10.18848/1836-6236/CGP/v04i04/51410
  3. Levin, I. & Tsybulsky D. (2017). The constructionist learning approach in the digital age. Creative Education, 8(15), 2463-2475. PDFhttps://doi.org/10.4236/ce.2017.815169
  4. Tsybulsky, D., Dodick, J. & Camhi, J. (2018). High-school students in university research labs? Implementing an outreach model based on the ‘science as inquiry’ approach. Journal of Biological Education, 52(4), 415-428. PDFhttps://doi.org/10.1080/00219266.2017.1403360
  5. Tsybulsky, D., Dodick, J. & Camhi, J. (2018). The effect of field trips to university research labs on Israeli high school students’ NOS understanding. Research in Science Education48(6), 1247-1272. PDF. https://doi.org/10.1007/s11165-016-9601-3
  6. Tsybulsky, D. (2018). Comparing the impact of two science-as-inquiry methods on the NOS understanding of high-school biology students. Science & Education, 27(7), 661-683. PDF. https://doi.org/10.1007/s11191-018-0001-0
  7. Tsybulsky, D. (2019). The team-teaching experiences of pre-service science teachers implementing PBL in elementary school. Journal of Education for Teaching, 45(3), 244-261. PDFhttps://doi.org/10.1080/09589236.2019.1599505
  8. Tsybulsky, D. & Muchnik-Rozanov, Y. (2019). The development of student-teachers’ professional identity while team-teaching science classes using a project-based learning approach: a multi-level analysis. Teaching and Teacher Education, 79, 48-59. PDFhttps://doi.org/10.1016/j.tate.2018.12.006
  9. Tsybulsky, D. (2019). Students meet authentic science: The valence and foci of experiences reported by high-school biology students regarding their participation in a science outreach programme. International Journal of Science Education, 41(5), 567-585. PDF.  https://doi.org/10.1080/09500693.2019.1570380
  10. Tsybulsky, D. & Oz, A. (2019). From frustration to insights: experiences, attitudes and pedagogical practices of pre-service science teachers implementing PBL in elementary school. Journal of Science Teacher Education, 30(3), 259-279. PDF.  https://doi.org/10.1080/1046560X.2018.1559560
  11. Gero, A., Tsybulsky, D.  & Levin, I.  (2019). Research and design triads in the digital epoch: implications for science and technology education. Global Journal of Engineering Education, 21(1), 80-84. PDF
  12. Muchnik-Rozanov, Y. & Tsybulsky, D.  (2019). Towards understanding the language of student teachers’ reflections in the context of professional identity development. Reflective Practice: International and Multidisciplinary Perspectives, 20(4), 520-532PDF.  https://doi.org/10.1080/14623943.2019.1642188
  13. Tsybulsky, D. & Levin, I. (2019). Science teachers’ worldviews in the age of the digital revolution: Structural and content analysis. Teaching and Teacher Education, 86, 1-12.  PDF. https://doi.org/10.1016/j.tate.2019.102921
  14. Avidov-Ungar, O. & Tsybulsky, D. [1] (2019). Teachers in leadership positions: Experiences of professional career development. International Journal of Leadership in Education, 1-19.  PDF.  https://doi.org/10.1080/13603124.2019.1662950
  15. Tsybulsky, D., Gateneo-Kalush, M., Abuganem, M. & Grobgeld, E. (2020). Experiences of preservice teachers exposed to project-based learning. European Journal of Teacher Education, 43(3), 368-383. PDF. https://doi.org/10.1080/02619768.2019.1711052
  16. Tsybulsky, D. (2020). Digital curation for promoting personalized learning: A study of secondary-school science students’ learning experiences. Journal of Research on Technology in Education, Special Issue on Personalized Learning, 52(3), 429-440. PDF https://doi.org/10.1080/15391523.2020.1728447
  17. Tsybulsky, D. (2020). Self-reported reasons for participating in pro-environmental citizen science activities: A case study of butterfly monitoring in Israel. Frontiers in Education (section STEM Education), 5, 1-10. PDF.  https://doi.org/3389/feduc.2020.00116
  18. Tsybulsky, D. (2020). Conceptual trends and issues in biology didactics. Review of the book Teaching Biology in Schools by K. Kampourakis and M.J. Reiss (Eds.). Science and Education, 29, 483-485. PDF. https://doi.org/1007/s11191-020-00112-y
  19. Guberman, R. & Tsybulsky [1], D. (2021). Lesson Plans as a Mirror: A Close Look at Planning of Work with Underachieving Students. International Electronic Journal of Mathematics Education, 16(1), em0621.  PDF.  https://doi.org/10.29333/iejme/9375
  20. Muchnik-Rozanov, Y. & Tsybulsky, D. (2021). Examining Future-Oriented Discourse within Reflective Narratives as Professional Identity Development for Student Teachers. Journal of Education for Teaching, 47(3). PDFhttp://dx.doi.org/10.1080/02607476.2021.1878339
  21. Tsybulsky, D. & Muchnik-Rozanov, Y. (2021). Worldviews of science teachers in educational-technological context as a key factor in digitalization of teaching practices. Israel Science Foundation Gateway, F1000Research,  10(71). PDF. https://doi.org/10.12688/f1000research.28074.3
  22. Avidov-Ungar, O. & Tsybulsky [1], D. (2021). Shaping teachers’ perceptions of their role in the digital age through participation in an online PBL-based course. The Electronic Journal of e-Learning, 19(3), 186-198. PDF. https://doi.org/10.34190/ejel.19.3.2300
  23. Tsybulsky, D. & Muchnik-Rozanov, Y. (2021). Project-based learning in science-teacher education: The role of emotional experiences in building preservice teachers’ competencies. Special Issue on PBL, Journal of Disciplinary and Interdisciplinary Science Education Research, 3(9), 1-12. https://doi.org/10.1186/s43031-021-00037-8

[1] – Both authors contributed equally to this publication

Edited Books

  1. Levin, I. & Tsybulsky, D. (Eds.). (2017). Digital Tools and Solutions for Inquiry-based STEM Learning. 371 pages. Hershey, PA: IGI Global. doi:10.4018/978-1-5225-2525-7
  2. Levin, I. & Tsybulsky, D. (Eds.). (2017). Optimizing STEM Education with Advanced ICTs and Simulations. 344 pages. Hershey, PA: IGI Global. doi:10.4018/978-1-5225-2528-8

Chapters in Books

  1. Tsybulsky, D. & Levin I. (2017). Inquiry-based science education and the digital research triad. In I. Levin & D. Tsybulsky (Eds.), Digital Tools and Solutions for Inquiry-Based STEM Learning (pp. 140-165). Hershey, PA: IGI Global. PDFdoi:10.4018/978-1-5225-2525-7.ch006
  2. Mucnik-Rozanov, Y. & Tsybulsky, D.  (2020). Linguistic analysis of science teachers’ narrative with the AntConc software. In E. Kennedy & Y. Qian (Eds.),  Advancing Educational Research with Emerging Technology, (pp. 211-230)Hershey, PA: IGI Global. PDF.  doi: 10.4018/978-1-7998-1173-2.ch010 
  3. Edmondson, E., Burgin, S., Tsybulsky, D. & Maeng, J. (2020). Learning about the nature of science through authentic science experiences.  In W. McComas (Ed.), Nature of Science in Science Instruction. Science: Philosophy, History and Education (pp. 675-695).  Springer, Cham. PDF. https://doi.org/10.1007/978-3-030-57239-6_36.

Refereed Papers in Hebrew

  1. Tsybulsky, D. & Oz, A. (2019). Two minds are always better than one – experiences and attitudes of science pre-service teachers mentoring PBL. Rav Gvanim, 17(4), 48-74.  PDF

Refereed Papers in Conference Proceeding

  1. Tsybulsky (Tsybulskaya), D., Camhi, J. & Dodick, J. (2009). Enhancing guided museum tours by accessing and incorporating visitors’ entrance narratives. NARST2009 Proceedings. Garden Grove, California, USA.
  2. Tsybulsky (Tsybulskaya), D., Dodick, J. & Camhi, J. (2012). The effect of educational field trips to professional research labs on students’ understanding of NOS. NARST2012 Proceedings. Indianapolis, USA.
  3. Tsybulsky, D. & Levin, I. (2016). SAMR framework for study technology integration in science education. New Perspectives in Science Education Conference Proceedings of the 5th Florence, Italy: Libreriauniversitaria.it. PDF
  4. Levin, I. & Tsybulsky, D. (2017). Scientific inquiry in digital age. New Perspectives in Science Education Conference Proceedings of the 6th Edition, 318-321. Florence, Italy: Libreriauniversitaria.it. PDF
  5. Tsybulsky, D. & Oz, A. (2017). Pre-service science teachers’ attitudes towards small-group learning pedagogies. INTED17 Proceedings, 5231-5236. Valencia, Spain: IATED Digital Library. doi: 10.21125/inted.2017.1224
  6. Tsybulsky, D. & Levin, I. (2017). Inquiry-based science learning in digital age: rethinking the SAMR model. EDULEARN17 Proceedings, 42-46. Barcelona, Spain: IATED Digital Library. doi: 10.21125/edulearn.2017.1012
  7. Tsybulsky, D. (2017). The ‘science as inquiry’ approach to nature of science teaching. In Finlayson, O.E., McLoughlin, E., Erduran, S., & Childs, P. (Eds.), Electronic Proceedings of the ESERA 2017 Conference. Research, Practice and Collaboration in Science Education, Part 6, 823-830. Dublin, Ireland: Dublin City University. Link
  8. Tsybulsky, D., Gateneo-Kalush, M., Abuganem, M. & Grobgeld, E. (2018). Project-based-learning: look at teacher trainees’ experiences. INTED18 Proceedings, pp. 1424-1430. Valencia, Spain: IATED Digital Library. doi: 21125/inted.2018.0240
  9. Tsybulsky, D. & Muchnik-Rozanov, Y. (2018). Change in professional identity of teacher trainers in the process of guiding PBL in science class: multi-level analysis. INTED18 Proceedings, pp. 2113-2117. Valencia, Spain: IATED Digital Library. doi: 21125/inted.2018.0398
  10. Ovtracht, Y. & Tsybulsky, D. (2018). Biology teachers’ views on the importance and means of incorporating field trips into their curriculum. New Perspectives in Science Education Conference Proceedings of the 7th Edition, 447-451. Florence, Italy: Libreriauniversitaria.it. Link
  11. Avidov-Ungar, O. & Tsybulsky, D. (2018). Experiences of teachers in an online course on the PBL approach: the perception of the teacher’s role in the digital age. Proceedings of EdMedia: World Conference on Educational Media and Technology, 682-691. Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE). PDFLink
  12. Tsybulsky, D., Milner-Bolotin, M. & Chachashvili-Bolotin, S. (2018). STEM or S.T.E.M.? Challenging a traditional paradigm through innovative three step approach to STEM teacher education. 11th annual International Conference of Education, Research and Innovation [ICERI] Proceedings 2018, pp. 4664-4672. Seville, Spain: IATED Digital Library. doi: 21125/iceri.2018.2069
  13. Tsybulsky, D. & Avidov-Ungar, O. (2019). Teachers’ perceptions on what it means to be a teacher in the digital age. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference, pp. 2076-2084. Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).PDF
  14. Koren, N. & Tsybulsky, D. & Levin, I. (2019). Science teachers and technology – be aware or beware? New Perspectives in Science Education Proceedings 2019, pp. 354-360 Florence, Italy. PDF
  15. Shamir, G., Tsybulsky, D. & Levin, I. (2019). Introducing computational thinking practices in learning science of elementary school. Proceedings of the Informing Science and Information Technology Education Conference [InSite2019]. Jerusalem, Israel. PDF
  16. Tsybulsky, D. (2019). Transformations and emerging implementations of scientific practices in the digital age. International History, Philosophy, and Science Teaching [IHPST] Conference Proceedings. Thessaloniki, Greece. PDF
  17. Tsybulsky, D. & Muchnik-Rozanova, Y. (2019). What it takes to be a good science teacher? Project-based learning as an impetus for student-teachers’ professional growth. In Levrini, O. & Tasquier, G. (Eds.), Electronic Proceedings of the ESERA 2019 Conference. The beauty and pleasure of understanding: engaging with contemporary challenges through science education, Part 13 (co-ed. Evagorou & M. R. Jimenez Liso), (pp. 1520-1527). Bologna: ALMA MATER STUDIORUM – University of Bologna. 978-88-945874-0-1978-88-945874-0-1. PDF