Email: [email protected]

Qualifications

1998 Ph.D., Department of Education in Science and Technology, Technion-Israel Institute of Technology, Haifa, Israel

1995 M.Sc., Department of Education in Science and Technology, Technion-Israel Institute of Technology, Haifa, Israel

1990 B.A., Department of Physics, Technion-Israel Institute of Technology, Haifa, Israel

Publications (Selected)

1. Volfson, A., Fisher, M., Eshach, H., & Ben-Abu, Y. (2025). Physics, Talmud and Argumentation Skills Meet in Whole-Class Dialogic Discussions. Research in Science Education, 1-26.
2. Volfson, A., Eshach, H., & Ben-Abu, Y. (2023). Physics Teaching via Dialogic Discussions about Circus Activities. Contemporary Educational Technology, 15(2).
3. Volfson, A., Eshach, H., & Ben-Abu, Y. (2022). History of science based dialogues on sound waves: From sound atoms to phonons. Physical Review Physics Education Research, 18(1), 010123.
4. Volfson, A., Eshach, H., & Ben-Abu, Y. (2021). Preliminary development of a simple statistical tool for estimating mental model states from a diagnostic test. Physical Review Physics Education Research, 17(2), 023105.
5. Volfson, A., Eshach, H., & Ben-Abu, Y. (2021). When technology meets acoustics: students’ ideas about the underlying principles explaining simple acoustic devices. Research in Science Education, 51(4), 911-938.
6. Volfson, A., Eshach, H., & Ben-Abu, Y. (2020). Identifying physics misconceptions at the circus: The case of circular motion. Physical Review Physics Education Research, 16(1), 010134.
7. Volfson, A., Eshach, H., & Ben-Abu, Y. (2019). Introducing the idea of entropy to the ontological category shift theory for conceptual change: The case of heat and sound. Physical Review Physics Education Research, 15(1), 010143.
8. Ben-Abu, Y., Yizhaq, H., Eshach, H., & Wolfson, I. (2019). Interweaving the numerical kinematic symmetry principles in school and introductory university physics courses. Symmetry, 11(2), 148.
9. Volfson, A., Eshach, H., & Ben-Abu, Y. (2018). Development of a diagnostic tool aimed at pinpointing undergraduate students’ knowledge about sound and its implementation in simple acoustic apparatuses’ analysis. Physical Review Physics Education Research, 14(2), 020127.
10. Ben-Abu, Y., Wolfson, I., Eshach, H., & Yizhaq, H. (2018). Energy, christiaan huygens, and the wonderful cycloid—theory versus experiment. Symmetry, 10(4), 111.
11. Eshach, H., Lin, T. C., & Tsai, C. C. (2018). Misconception of sound and conceptual change: A cross‐sectional study on students' materialistic thinking of sound. Journal of Research in Science Teaching, 55(5), 664-684.
12. Ben-Abu, Y., Eshach, H., & Yizhaq, H. (2017). Interweaving the principle of least potential energy in school and introductory university physics courses. Symmetry, 9(3), 45.
13. Eshach, H., & Kukliansky, I. (2018). University physics and engineering students’ use of intuitive rules, experience, and experimental errors and uncertainties. International Journal of Science and Mathematics Education, 16(5), 817-834.
14. Eshach, H., & Kukliansky, I. (2016). Developing of an instrument for assessing students’ data analysis skills in the undergraduate physics laboratory. Canadian Journal of Physics, 94(11), 1205-1215.
15. Eshach, H., & Volfson, A. (2014). Explanatory model for sound amplification in a stethoscope. Physics Education, 50(1), 75.

Profile Details

https://in.bgu.ac.il/en/humsos/SciTecEdu/Pages/staff/haim.aspx

https://www.linkedin.com/in/haim-eshach-7a67b91a/

https://www.researchgate.net/profile/Haim-Eshach