Contemporary Chemistry and Teacher Professional Development

My research positions chemistry teachers as central agents of educational innovation and sustainable change. I develop and study professional development models that help teachers integrate contemporary scientific research into school chemistry while strengthening disciplinary understanding, pedagogical reasoning, and understanding of the nature of science. Much of this work focuses on nanoscale science and technology, authentic laboratory environments, and contemporary chemistry topics that bridge school science and current scientific research. The research highlights how long-term researcher–teacher partnerships can support meaningful curriculum innovation and teacher growth. By generalizing the findings related to nanotechnology, it will be possible to incorporate other important contemporary research fields into school science programs. In a chapter, that was published in October 2021, I summarized the research that was conducted in my group in the field of nanotechnology education (chapter 2).

Relevant publications

  • Yonai, E., Weiner, S., Shimoni, E., & Blonder, R. (2026). The SEMinal Impact of Contemporary Science: Integrated Authentic Science Design and Students’ Self-Efficacy and Career Aspirations. International Journal of Science Education. 48(3). 315-341. https://doi.org/10.1080/09500693.2024.2411466 
  • Blonder, R., Yayon, M., Haimovich, I., Aviran, E., Adler, V., Zaychikova, Y., Rap, S. (2026). Game-based nanoeducation: a hybrid escape room as an informal learning environment for nanoscale science. Frontiers in Education, 11:1819144. https://doi.org/10.3389/feduc.2026.1819144 
  • Mamlok-Naaman, R., Blonder, R., Lavonen, J. M. J., Holbrook, J., & Rannikmae, M. (2025). Supporting career awareness through job shadowing and industry site visits. Chemistry Teacher International, 7(1), 107-120. https://doi.org/doi:10.1515/cti-2024-0048 
  • Yonai E., & Blonder, R. (2025). “Powered by Emotions”: Exploring Emotion Induction in Out-of-School Authentic Science Learning, Journal of Research in Science Teaching. 64(2). 553-575.  https://doi.org/10.1002/tea.21982 
  • Feldman-Maggor, Y., Tuvi-Arad, I., & Blonder, R. (2024). Navigating the online learning journey by self-regulation: Teachers as learners. Computers & Education, 219, 105074. https://doi.org/https://doi.org/10.1016/j.compedu.2024.105074 
  • Yonai, E., Shimoni, E., Kahil, K., & Blonder, R. (2022). Authentic science learning during COVID-19: The adaptive design of a SEM outreach activity. The Biophysicist, 3(1), 27–44. https://doi.org/10.35459/tbp.2021.000206 
  • Yonai, E., & Blonder, R. (2020). Scientists suggest insertion of nanoscience and technology into middle school physics. Physical Review Physics Education Research, 16(1), 010110. https://doi.org/10.1103/PhysRevPhysEducRes.16.010110 
  • Sakhnini, S., & Blonder, R. (2018). Insertion points of the essential nanoscale science and technology concepts in the Israeli middle school science and technology curriculum. Nanotechnology Reviews, 7(5), 373–391. https://doi.org/10.1515/ntrev-2018-0026 
  • Blonder, R., & Sakhnini, S. (2017). Finding the connections between a high-school chemistry curriculum and nanoscience and technology. Chemistry Education Research and Practice, 18(4), 903–922. https://doi.org/10.1039/C7RP00059F 
  • Sakhnini, S., & Blonder, R. (2015). Essential concepts of nanoscale science and technology for high school students, based on a Delphi study by the expert community. International Journal of Science Education, 37(11), 1699–1738. https://doi.org/10.1080/09500693.2015.1035687 
  • Blonder, R., & Meshulam, I. (2014). Chemistry teachers introduce high-school students to advanced topics using a poster exhibition of contemporary organic chemistry. Sisyphus – Journal of Education, 2(2), 48–73.
  • Jones, M. G., Blonder, R., Gardner, G. E., Albe, V., Falvo, M., & Chevrier, J. (2013). Nanotechnology and nanoscale science: Educational challenges. International Journal of Science Education, 35(9), 1490–1512. https://doi.org/10.1080/09500693.2013.771828 
  • Blonder, R., & Sakhnini, S. (2012). Teaching two basic nanotechnology concepts in secondary school by using a variety of teaching methods. Chemistry Education Research and Practice, 13(4), 500–516. https://doi.org/10.1039/C2RP20026K 
  • Blonder, R., & Dinur, M. (2011). Teaching nanotechnology using student-centered pedagogy for increasing students’ continuing motivation. Journal of Nano Education, 3(1), 51–61. https://doi.org/10.1166/jne.2011.1016 
  • Blonder, R. (2011). The story of nanomaterials in modern technology: An advanced course for chemistry teachers. Journal of Chemical Education, 88(1), 49–52. https://doi.org/10.1021/ed100614f 
  • Blonder, R. (2010). The influence of a teaching model in nanotechnology on chemistry teachers' knowledge and their teaching attitudes. Journal of Nano Education, 2(1), 67–75. https://doi.org/10.1166/jne.2010.1004 
  • Mamlok-Naaman, R., Blonder, R., & Hofstein, A. (2010). Providing chemistry teachers with opportunities to enhance their knowledge in contemporary scientific areas: A three-stage model. Chemistry Education Research and Practice, 11(4), 241–252. https://doi.org/10.1039/C0RP90008G