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  1.  15
    The effect of a history-based course in optics on students' views about science.Igal Galili & Amnon Hazan - 2001 - Science & Education 10 (1-2):7-32.
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  2.  32
    Towards a Refined Depiction of Nature of Science.Igal Galili - 2019 - Science & Education 28 (3-5):503-537.
    This study considers the short list of Nature of Science features frequently published and widely known in the science education discourse. It is argued that these features were oversimplified and a refinement of the claims may enrich or sometimes reverse them. The analysis shows the need to address the range of variation in each particular aspect of NOS and to illustrate these variations with actual events from the history of science in order to adequately present the subject. Another implication of (...)
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  3.  23
    Newton's first law: Text, translations, interpretations and physics education.Igal Galili & Michael Tseitlin - 2003 - Science & Education 12 (1):45-73.
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  4.  10
    Experts' views on using history and philosophy of science in the practice of physics instruction.Igal Galili & Amnon Hazan - 2001 - Science & Education 10 (4):345-367.
  5.  42
    Science Teaching: What Does It Mean?Michael Tseitlin & Igal Galili - 2006 - Science & Education 15 (5):393-417.
  6. Flux concept in learning about light: A critique of the present situation.Igal Galili & Valentina Lavrik - 1998 - Science Education 82 (5):591-613.
  7. Students' operations with the weight concept.Igal Galili & Dov Kaplan - 1996 - Science Education 80 (4):457-487.
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  8.  7
    Pendulum activities in the Israeli physics curriculum: Used and missed opportunities.Igal Galili & David Sela - 2004 - Science & Education 13 (4-5):459-472.
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  9.  24
    The sky as a topic in science education.Igal Galili, Ayelet Weizman & Ariel Cohen - 2004 - Science Education 88 (4):574-593.
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