Theses
- 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].
- 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
- Tsybulsky (Tsybulskaya), D. & Camhi, J. (2010). Accessing and incorporating visitors’ entrance narratives in guided museum tours. Curator, 52(1), 81-100. https://doi.org/10.1111/j.2151-6952.2009.tb00335.x
- 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. https://doi.org/10.18848/1836-6236/CGP/v04i04/51410
- Levin, I. & Tsybulsky D. (2017). The constructionist learning approach in the digital age. Creative Education, 8(15), 2463-2475. https://doi.org/10.4236/ce.2017.815169
- 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. https://doi.org/10.1080/00219266.2017.1403360
- 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 Education, 48(6), 1247-1272. https://doi.org/10.1007/s11165-016-9601-3
- 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. https://doi.org/10.1007/s11191-018-0001-0
- 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. https://doi.org/10.1080/09589236.2019.1599505
- 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. https://doi.org/10.1016/j.tate.2018.12.006
- 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. https://doi.org/10.1080/09500693.2019.1570380
- 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. https://doi.org/10.1080/1046560X.2018.1559560
- 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
- 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), 520-532. https://doi.org/10.1080/14623943.2019.1642188
- 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. https://doi.org/10.1016/j.tate.2019.102921
- 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. https://doi.org/10.1080/02619768.2019.1711052
- 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. https://doi.org/10.1080/15391523.2020.1728447
- 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, 116, 1-10. https://doi.org/3389/feduc.2020.00116
- 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
- Guberman, R. & Tsybulsky, D. [1] (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
- 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), 309-321. http://dx.doi.org/10.1080/02607476.2021.1878339
- 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). https://doi.org/10.12688/f1000research.28074.3
- Avidov-Ungar, O. & Tsybulsky, D. [1] (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. https://doi.org/10.34190/ejel.19.3.2300
- 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
- Avidov-Ungar, O. & Tsybulsky, D. [1] (2022). Teachers in leadership positions: Experiences of professional career development. International Journal of Leadership in Education, 25(4), 567-585. https://doi.org/10.1080/13603124.2019.1662950
- Tsybulsky, D. & Sinai, E. (2022). IoT in project-based biology learning: students’ experiences and skills development. Journal of Science Education and Technology, 1-12. https://doi.org/10.1007/s10956-022-09972-1
- Tsybulsky, D. & Muchnik-Rozanov, Y. [1] (2023). The contribution of a project-based learning course, designed as a pedagogy of practice, to the development of preservice teachers’ professional identity. Teaching and Teacher Education, 124, 104020. https://doi.org/10.1016/j.tate.2023.104020
- Gadot, R. & Tsybulsky, D. (2023). Digital curation as a pedagogical approach for promoting critical thinking. Journal of Science Education and Technology. https://doi.org/10.1007/s10956-022-10016-x
- Aridor, K., Dvir, M., Tsybulsky, D. & Ben-Zvi, D. (2023). Living the DReaM: The interrelations between Statistical, Scientific and Nature of Science uncertainty articulations through Citizen Science. Instructional Science. https://doi.org/10.1007/s11251-023-09626-8
- Mesner Fireizen, S., Finkelstei, A., Tsybulsky, D., Yakov, G. & Marom, A. (2023). Reaction of the Israeli Medical Faculties to the Covid-19 crisis regarding anatomical education: the cultivation of future academic leadership – a national mixed-methods study. Anatomical Sciences Education, 1-16. https://doi.org/10.1002/ase.2310
- Pshenichny-Mamo, A. & Tsybulsky, D. (2023). Natural history museum guides conceptions on the integration of the nature of science. Science and Education, 1-19. https://doi.org/10.1007/s11191-023-00469-w
[1] – Both authors contributed equally to this publication
Edited Books
- 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
- 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
- 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. PDF. doi:10.4018/978-1-5225-2525-7.ch006
- 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 . Video Abstract
- 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. https://doi.org/10.1007/978-3-030-57239-6_36.
- Dayan, E., Gadot, R., & Tsybulsky, D. (2023). The role of digital curation in science teacher professional development. In J. Trumble, S. Asim, J. Ellis, & D. Slykhuis (Eds.), Theoretical and Practical Teaching Strategies for K-12 Science Education in the Digital Age (pp. 172-193). IGI Global. https://doi.org/10.4018/978-1-6684-5585-2.ch010
- Pshenichny-Mamo, A. & Tsybulsky, D. (2024). Museum guides’ views on the integration of the nature of science while addressing visitors’ experiences: The context of ecological and evolutionary issues. In K. Korfiatis, M. Grace & M. Hammann (Eds.), Shaping the Future of Biological Education Research. Contributions from Biology Education Research (pp. 79-91). Springer, Cham. https://doi.org/10.1007/978-3-031-44792-1_6
Refereed Papers in Hebrew
- 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.
Refereed Papers in Conference Proceeding
- 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.
- 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.
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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
- 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). Link
- 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
- 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
- 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
- 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
- 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
- Tsybulsky, D. & Muchnik-Rozanov, 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
Refereed Papers in Conference Proceeding in Hebrew
- Schrire, O., Tsybulsky, D. & Ipsen, C. (2022). The basis of decision-making of biology education coordinators in virtual professional learning communities as an expression of the development of their professional identity during the Covid-19 crisis. Chais2022 Annual Conference Proceedings, pp. 191-198. Tel Aviv, Israel. PDF.
Research reports and other publications
- Tsybulsky, D. (2021). Emotional experiences and resilience of the Arab and Druze teachers during Covid-19 crisis. Research report, Israeli Ministry of Education.
- Tsybulsky, D. (2021). Novice teachers during Covid-19 crisis: experiences and ways of coping. Research report, Israeli Ministry of Education.
- Ben Simon, H., Pshenichny-Mamo, A. & Tsybulsky, D. (2022). Fostering the NOS understanding in the teaching of biology – theoretical and practical aspects. Israeli Journal for Biology Teachers.