AI and Digital Innovation in Chemistry Education

My research explores how artificial intelligence and digital technologies reshape chemistry teaching and teacher professional development. I investigate how chemistry teachers develop the knowledge, self-efficacy, and pedagogical reasoning required to integrate AI tools responsibly and meaningfully into science classrooms. This work includes research on technological pedagogical content knowledge (TPACK), online and hybrid learning environments, ethical and responsible AI use, and the role of generative AI as a cognitive partner in teachers’ pedagogical decision-making. A central goal of this research is to ensure that technological innovation strengthens disciplinary rigor, scientific reasoning, and teachers’ professional agency. 

Relevant publications

  • Alexandron, G., Aroch, I., Cukurova, M., & Blonder, R. (2026). Preparing in-service science teachers for the AI era: insights from an “AI competence development” academic course. International Journal of Science Education. Doi: https://doi.org/10.1080/09500693.2026.2629342
  • Yacobson, E., Schleifer, Y., Bar-dov, Z., Rap, S., Blonder, R., & Alexandron, G. (2026). Benchmarking LLMS vs. high school students on standard chemistry exams: Insights for science education. Journal of Science Education and Technology. https://doi.org/10.1007/s10956-026-10310-y
  • Blonder, R., & Feldman-Maggor, Y., Rap, S., (2025). Are they ready to teach? Generative AI as a means to uncover Pre-service science teachers’ PCK and enhance their preparation program. Journal of Science Education and Technology. 34, 1301–1310 (2025). https://doi.org/10.1007/s10956-024-10180-2  
  • Blonder, R., & FeldmanMaggor, Y. (2024). AI for chemistry teaching: responsible AI and ethical considerations. Chemistry Teacher International, 6(4), 385-395. https://doi.org/10.1515/cti-2024-0014
  • Feldman-Maggor, Y., Blonder, R., & Alexandron, G. (2025). Perspectives of generative AI in chemistry education within the TPACK framework. Journal of Science Education and Technology, 34(1), 1-12. https://doi.org/10.1007/s10956-024-10147-3
  • Aroch, I., Katchevich, D., & Blonder, R. (2024). Modes of technology integration in chemistry teaching: theory and practice [10.1039/D3RP00307H]. Chemistry Education Research and Practice, 25(3), 843-861. https://doi.org/10.1039/D3RP00307H
  • Traube, T., & Blonder, R. (2023). A computational chemistry course for teachers: From research laboratories to high-school chemistry teaching. Journal of Chemical Education, 100(11), 4360–4368. https://doi.org/10.1021/acs.jchemed.3c00645
  • Aviran, E., & Blonder, R. (2023). The influence of learning with an online, personalized environment on students’ attitudes, beliefs, and outcomes. Journal of Science Education and Technology, 32, 828–845. https://doi.org/10.1007/s10956-023-10053-8
  • Blonder, R., Feldman-Maggor, Y., & Rap, S. (2022). What can be learned from lecturers’ knowledge and self-efficacy for online teaching during the Covid-19 pandemic to promote online teaching in higher education. PLOS ONE, 17(10), e0275459. https://doi.org/10.1371/journal.pone.0275459
  • Feldman-Maggor, Y., Tuvi-Arad, I., & Blonder, R. (2022). Development and evaluation of an online course on nanotechnology for the professional development of chemistry teachers. International Journal of Science Education, 44(16), 2465–2484. https://doi.org/10.1080/09500693.2022.2128930
  • Feldman-Maggor, Y., Barhoom, S., Blonder, R., & Tuvi-Arad, I. (2021). Behind the scenes of educational data mining. Education and Information Technologies, 26(2), 1455–1470. https://doi.org/10.1007/s10639-020-10309-x
  • Dorfman, B.-S., Terrill, B., Patterson, K., Yarden, A., & Blonder, R. (2019). Teachers personalize videos and animations of biochemical processes: Results from a professional development workshop. Chemistry Education Research and Practice, 20(4), 772–786. https://doi.org/10.1039/C9RP00057G
  • Blonder, R., & Rap, S. (2017). I like Facebook: Exploring Israeli high school chemistry teachers' TPACK and self-efficacy beliefs. Education and Information Technologies, 22(2), 697–724. https://doi.org/10.1007/s10639-015-9384-6
  • Rap, S., & Blonder, R. (2016). Let's face(book) it: Analyzing interactions in social network groups for chemistry learning. Journal of Science Education and Technology, 25(1), 62–76. https://doi.org/10.1007/s10956-015-9577-1
  • Blonder, R., Jonatan, M., Bar-Dov, Z., Benny, N., Rap, S., & Sakhnini, S. (2013). Can You Tube it? Providing chemistry teachers with technological tools and enhancing their efficacy beliefs. Chemistry Education Research and Practice, 14(3), 269–285. https://doi.org/10.1039/C3RP00001J