2024

  1. Modes of technology integration in chemistry teaching: theory and practice

    Aroch I., Katchevich D. & Blonder R. (2024), Chemistry Education Research and Practice. 25, 3, p. 843-861

    2.

  2. Technology Acceptance When Teaching Climate Change

    Rap S. & Blonder R. (2024), Journal of Science Education and Technology

    3.

  3. Navigating the online learning journey by self-regulation: Teachers as learners

    Feldman-Maggor Y., Tuvi-Arad I. & Blonder R. (2024), Computers and Education. 219, 105074

    4.

  4. A Rising Tide Lifts All Boats? The Model of Differentiation As a Tool for Diversity in Science toward Social Inclusion

    Kieferle S., Devetak I., Essex J., Hayes S., Stojanovska M., Mamlok-Naaman R. & Markic S. (2024), Journal of Chemical Education. 101, 3, p. 789-797

    5.

  5. Diversity and inclusion in science education: Why? A Literature Review

    Mamlok-Naaman R. (2024), Center for Educational Policy Studies Journal. 14, 1, p. 13-31

    6.

    2023

  6. Frontiers of research in chemistry education for the benefit of chemistry teachers

    Blonder R., Rap S. & Mamlok-Naaman R. (2023), Chemistry Teacher International. 5, 2, p. 107-111

    7.

  7. The rise and fall of the phlogiston theory: a tool to explain the use of models in science education

    Mamlok-Naaman R. (2023), Chemistry Teacher International. 5, 3, p. 325-330

    8.

  8. What about Aids? The Case of the National Aids Exhibit Consortium and its Traveling Exhibition

    Rosenfeld S., Weiss M., Cooks R., Bell L. & Pollock W. (2023), Amplifying Informal Science Learning. p. 18-28

    9.

  9. Amplifying Informal Science Learning: Rethinking Research, Design, and Engagement

    Diamond J. & Rosenfeld S. (2023)

    10.

  10. A Computational Chemistry Course for Teachers: From Research Laboratories to High-School Chemistry Teaching

    Traube T. & Blonder R. (2023), Journal of Chemical Education. 100, 11, p. 4360-4368

    11.

  11. Learning styles of a story about sustainability: Their effect on the level of questioning of students in primary education

    Asli S., Safi Z., Shehadeh-Nasser A., Hofstein A. & Hugerat M. (2023), Journal of Baltic Science Education. 22, 6, p. 1011-1024

    12.

  12. THE RELEVANCE OF LEARNING OUTCOMES INCLUDED IN ESTONIAN GRADE 7-9 SCIENCE SUBJECT CURRICULA ASSOCIATED WITH THE CONCEPT OF ENERGY

    Kõlamets L., Kasuk H., Holbrook J. & Mamlok-Naaman R. (2023), Journal of Baltic Science Education. 22, 4, p. 653-667

    13.

  13. Chemical Escape Rooms: Bridging the Gap between Formal and Informal Science Learning

    Yayon M., Rap S. & Blonder R. (2023), Amplifying Informal Science Learning. Diamond J. & Rosenfeld S. (eds.). 1st edition ed. New York p. 182-192

    14.

  14. The Influence of Learning with an Online, Personalized Environment on Students’ Attitudes, Beliefs, and Outcomes

    Aviran E. & Blonder R. (2023), Journal of Science Education and Technology. 32, 5, p. 722-742

    15.

  15. Identifying self-regulated learning in chemistry classes - A good practice report

    Feldman-Maggor Y. (2023), Chemistry Teacher International. 5, 2, p. 203-211

    16.

  16. The development of an instrument for measuring teachers' and students' beliefs about differentiated instruction and teaching in heterogeneous chemistry classrooms

    Easa E. & Blonder R. (2023), Chemistry Teacher International

    17.

  17. "chemistry, climate and the skills in between": Mapping cognitive skills in an innovative program designed to empower future citizens to address global challenges

    Rap S., Geller S., Katchevich D., Gbarin H. & Blonder R. (2023), Chemistry Teacher International. 5, 2, p. 143-154

    18.

    2022

  18. Uncovering the Emotional Aspect of Inquiry Practices in a Remote SEM Environment and the Development of a Designated Questionnaire

    Yonai E. & Blonder R. (2022), Journal of Chemical Education. 99, 12, p. 3932-3945

    19.

  19. Let them choose: Optional assignments and online learning patterns as predictors of success in online general chemistry courses

    Feldman-Maggor Y., Blonder R. & Tuvi-Arad I. (2022), The Internet and higher education. 55, 100867

    20.

  20. "The Masked Scientist": Designing a Virtual Chemical Escape Room

    Haimovich I., Yayon M., Adler V., Levy H., Blonder R. & Rap S. (2022), Journal of Chemical Education. 99, 10, p. 3502-3509

    21.

  21. Development and validation of customized pedagogical kits for high-school chemistry teaching and learning: the redox reaction example

    Easa E. & Blonder R. (2022), Chemistry Teacher International : best practices in chemistry education. 4, 1

    22.

  22. 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

    Blonder R., Feldman-Maggor Y. & Rap S. (2022), PLoS ONE. 17, 10, e0275459

    23.

  23. Authentic Science Learning During COVID-19: The Adaptive Design of a SEM Outreach Activity

    Yonai E., Shimoni E., Kahil Guterman K. & Blonder R. (2022), The biophysicist.. 3, 1

    24.

  24. Development and evaluation of an online course on nanotechnology for the professional development of chemistry teachers

    Feldman-Maggor Y., Tuvi-Arad I. & Blonder R. (2022), International Journal of Science Education. 44, 16, p. 2465-2484

    25.

  25. Molecular animations in genomics education: designing for whom?

    Patterson K., Terrill B., Dorfman B., Blonder R. & Yarden A. (2022), Trends in Genetics. 38, 6, p. 517-520

    26.

  26. Action Research: A Promising Strategy for Science Teacher Education

    Feldman A., Belova N., Eilks I., Kapanadze M., Mamlok-Naaman R., Rauch F. & Taşar M. F. (2022), Handbook of Research on Science Teacher Education. 1st ed. p. 352-362

    27.

  27. Curriculum development for student agency on sustainability issues: An exploratory study

    Rap S., Blonder R., Sindiani-Bsoul A. & Rosenfeld S. (2022), Frontiers in education (Lausanne). 7, 871102

    28.

    2021

  28. Women in science

    Mamlok-Naaman R. (2021), The Israel Chemist and Chemical Engineer. 8, p. 25-29

    29.

  29. The Role of a WhatsApp Group of a Professional Learning Community of Chemistry Teachers in the Development of Their Knowledge

    Blonder R. & Waldman R. (2021), Research Anthology on Facilitating New Educational Practices Through Communities of Learning. p. 820-843

    30.

  30. Long-term research and development in science education: what have we learned?

    Hofstein A., Arcavi A., Eylon B. & Yarden A. (2021)

    31.

  31. Behind the scenes of educational data mining

    Feldman-Maggor Y., Barhoom S., Blonder R. & Tuvi-Arad I. (2021), Education and Information Technologies. 26, 2, p. 1455-1470

    32.

  32. Introducing Contemporary Research Topics into School Science Programs: The Example of Nanotechnology

    Blonder R. (2021), Long-term Research and Development in Science Education: What Have We Learned?. p. 29-43

    33.

  33. Crafting Molecular Geometries: Implications of Neuro-Pedagogy for Teaching Chemical Content: Implications of Neuro-Pedagogy for Teaching Chemical Content

    Marchak D., Shvarts-serebro I. & Blonder R. (2021), Journal of Chemical Education. 98, 4, p. 1321-1327

    34.

  34. Teaching and Learning in the School Chemistry Laboratory

    Hofstein A. & Hugerat M. (2021)

    35.

  35. International collaborative follow-up investigation of graduating high school students' understandings of the nature of scientific inquiry: is progress Being made?

    Lederman J. S., Lederman N. G., Bartels S., Jimenez J., Acosta K., Akubo M., Aly S., Andrade M. A. B. S. d., Atanasova M., Blanquet E., Blonder R., Brown P., Cardoso R., Castillo-Urueta P., Chaipidech P., Concannon J., Dogan O. K., El-Deghaidy H., Elzorkani A., Ferdous T., Fukuda N., Gaigher E., Galvis-Solano L., Gao Q., Guo S., Gwekwerere Y., Gyllenpalm J., Hamed Al-Lal S., Han-Tosunoglu C., Hattingh A., Holliday G., Huang X., Irez S., Kay G., Koumara A., Kremer K., Kuo P., Lavonen J., Leung J. S. C., Liao Z., Librea-Carden M. R., Lin S., Liu C., Liu E., Liu S., Mamlok-Naaman R., Mcdonald C. V., Möller A., Morales M., Mulvey B. K., Neumann I., Neurohr A., Pan Y., Panjaburee P., Penn M., Plakitsi K., Picholle E., Ramnarain U., Raykova Z., Rundgren C., Salonen S., Santibáñez-Gómez D., Schwartz R., Sharma R., Srisawasdi N., Takiveikata S., Urueta-Ortiz T., Vitlarov K., Voitle F. & Wishart J. (2021), International Journal of Science Education. 43, 7, p. 991-1016

    36.

  36. Teaching Chemistry by a Creative Approach: Adapting a Teachers\u2019 Course for Active Remote Learning

    Marchak Ben Hamo D. I., Shvarts-Serebro I. & Blonder R. (2021), Journal of Chemical Education. 98, 9, p. 2809-2819

    37.

  37. Women’s leadership in chemistry education: An interview with Rachel Mamlok-Naaman

    Blonder R. (2021), International Journal of Physics & Chemistry Education. 13, 2, p. 25-32

    38.

  38. The European Chemical Society’s Division of Chemical Education

    Mamlok-Naaman R. (2021), STEM education, 138, p. 13-15

    39.

    2020

  39. A Holistic Approach to Incorporating Sustainability into Chemistry Education in Israel

    Shwartz Y., Eidin E., Marchak D., Kesner M., Green N. A., Marom E., Cahen D., Hofstein A. & Dori Y. J. (2020), Chemistry Education for a Sustainable Society Volume 1:High School, Outreach, & Global Perspectives. Vol. 1. p. 125-160

    40.

  40. Research Visits as Nuclei for Educational Programs

    Blonder R., Rap S. & Benny N. (2020), Engaging Learners with Chemistry. Apotheker J. & Simon S. (eds.). p. 135-153

    41.

  41. Exposing School Students to Nanoscience

    Blonder R. & Yonai E. (2020), 21st Century Nanoscience – A Handbook: Public Policy, Education, and Global Trends (Volume Ten).
    Submitted Version

    42.

  42. Exposing School Students to Nanoscience: A Review of Published Programs

    Blonder R. & Yonai E. (2020), 21st century nanoscience: a handbook. (Nanophysics sourcebook).

    43.

  43. A Sense of Community in a Professional Learning Community of Chemistry Teachers: A Study of an Online Platform for Group Communication

    Waldman R. & Blonder R. (2020), STEM Teachers and Teaching in the Digital Era. Martinovic D., Milner-Bolotin M. & Ben-David Kolikant Y. (eds.). Cham p. 111-139

    44.

  44. The story behind the discovery: integrating short historical stories in science teaching

    Kortam N., Hugerat M. & Mamlok-Naaman R. (2020), Chemistry Teacher International. 3, 1, p. 1-8

    45.

  45. Challenges in Nanoscience Education

    Jones M. G., Blonder R. & Kähkönen A. L. (2020), 21st Century Nanoscience – A Handbook: Public Policy, Education, and Global Trends (Volume Ten).

    46.

  46. Implementation of a Personalized Online Learning System Towards Creating Hybrid Learning and Teaching in Chemistry Classes

    Aviran E., Easa E., Livne S. & Blonder R. (2020), Early Warning Systems and Targeted Interventions for Student Success in Online Courses. Cohen A., Chang C. & Glick D. (eds.). p. 90-111

    47.

  47. Posing Researchable Questions in Mathematics and Science Education: Purposefully Questioning the Questions for Investigation

    Cai J. & Mamlok-Naaman R. (2020), International Journal of Science and Mathematics Education, SUPPL 1, p. 1-7

    48.

  48. Scientists suggest insertion of nanoscience and technology into middle school physics

    Yonai E. & Blonder R. (2020), Physical Review Physics Education Research. 16, 1, 010110

    49.

  49. USE YOUR OWN WORDS! Developing science communication skills of NST experts in a guided discourse

    Yonai E. & Blonder R. (2020), International Journal of Science Education, Part B: Communication and Public Engagement. 10, 1, p. 51-76

    50.

  50. Do-It-Yourself: Creating and Implementing a Periodic Table of the Elements Chemical Escape Room

    Yayon M., Rap S., Adler V., Haimovich I., Levy H. & Blonder R. (2020), Journal of Chemical Education. 97, 1, p. 132-136

    51.

  51. An Applied Research-Based Approach to Support Chemistry Teachers during the COVID-19 Pandemic

    Rap S., Feldman-Maggor Y., Aviran E., Shvarts-Serebro I., Easa E., Yonai E., Waldman R. & Blonder R. (2020), Journal of Chemical Education. 97, 9, p. 3278-3284

    52.

  52. Education for Sustainable Development in High School through Inquiry-Type Socio-Scientific Issues

    Mamlok-Naaman R. & Mandler D. (2020), Chemistry Education for a Sustainable Society Volume 1. Middlecamp C. H., Peterman K. E. & Obare S. O. (eds.). p. 69-78

    53.

    2019

  53. The Influences of Global Trends in Teaching and Learning Chemistry on the Chemistry Curriculum in Israel

    Mamlok-Naaman R. & Taitelbaum D. (2019), Israel Journal of Chemistry. 59, 6-7, p. 618-624

    54.

  54. Effectiveness of Teaching Science by Drama

    Najami N., Hugerat M., Khalil K. & Hofstein A. (2019), Creative education. 10, 1, p. 97-110

    55.

  55. Teaching chemistry through contemporary research versus using a historical approach

    Ron B. & Rachel M. (2019), Chemistry Teacher International. 2, 1

    56.

  56. Factors Affecting the Study of Chemistry in Different Countries Around the World: Findings from an International Survey

    Blonder R. & Mamlok-Naaman R. (2019), Israel Journal of Chemistry. 59, 6-7, p. 625-634

    57.

  57. Integrating the Human Element in the Responsible Research and Innovation Framework into Systems Thinking Approaches for Teachers' Professional Development

    Blonder R. & Rosenfeld S. (2019), Journal of Chemical Education. 96, 12, p. 2700-2703

    58.

  58. Assessing the Interaction Between Self-Regulated Learning (SRL) Profiles and Actual Learning in the Chemistry Online Blended Learning Environment (COBLE)

    Eidelman R. R., Rosenberg J. M. & Shwartz Y. (2019), Learning Technologies for Transforming Large-Scale Teaching, Learning, and Assessment. p. 231-255

    59.

  59. Special Issue of Israel Journal of Chemistry on Chemistry Education

    Blonder R. & Shenhar R. (2019), Israel Journal of Chemistry. 59, 6-7, p. 448-449

    60.

  60. Identifying systems thinking components in the school science curricular standards of four countries

    Chiu M., Apotheker J. & Mamlok-Naaman R. (2019), Journal of Chemical Education. 96, 12, p. 2814-2824

    61.

  61. Technology in the Service of Pedagogy: Teaching with Chemistry Databases

    Tuvi-Arad I. & Blonder R. (2019), Israel Journal of Chemistry. 59, 6-7, p. 572-582

    62.

  62. An international collaborative investigation of beginning seventh grade students' understandings of scientific inquiry: Establishing a baseline

    Lederman J., Lederman N., Bartels S., Jimenez J., Akubo M., Aly S., Bao C., Blanquet E., Blonder R., Soares de Andrade M. B., Buntting C., Cakir M., EL-Deghaidy H., ElZorkani A., Gaigher E., Guo S., Hakanen A., Hamed Al-Lal S., Han-Tosunoglu C., Hattingh A., Hume A., Irez S., Kay G., Kivilcan Dogan O., Kremer K., Kuo P., Lavonen J., Lin S., Liu C., Liu E., Liu S., Lv B., Mamlok-Naaman R., McDonald C., Neumann I., Pan Y., Picholle E., Rivero Garcia A., Rundgren C., Santibanez-Gomez D., Saunders K., Schwartz R., Voitle F., von Gyllenpalm J., Wei F., Wishart J., Wu Z., Xiao H., Yalaki Y. & Zhou Q. (2019), Journal of Research in Science Teaching. 56, 4, p. 486-515
    Submitted Version

    63.

  63. Teachers as Makers in Chemistry Education: an Exploratory Study

    Rosenfeld S., Yayon M., Halevi R. & Blonder R. (2019), International Journal of Science and Mathematics Education. 17, p. S125-S148

    64.

  64. The Role of a WhatsApp Group of a Professional Learning Community of Chemistry Teachers in the Development of Their Knowledge

    Blonder R. & Waldman R. (2019), Mobile Technologies in Educational Organizations. p. 117-140

    65.

  65. A Lab-Based Chemical Escape Room: Educational, Mobile, and Fun!

    Peleg R., Yayon M., Katchevich D., Moria-Shipony M. & Blonder R. (2019), Journal of Chemical Education. 96, 5, p. 955-960

    66.

  66. Teachers personalize videos and animations of biochemical processes: results from a professional development workshop

    Dorfman B., Terrill B., Patterson K., Yarden A. & Blonder R. (2019), Chemistry Education Research and Practice. 20, 4, p. 772-786

    67.

  67. Research on and Development of Inquiry-Type Chemistry Laboratories in Israel

    Hofstein A., Dkeidek I., Katchevitch D., Nahum T. L., Kipnis M., Navon O., Shore R., Taitelbaum D. & Mamlok-Naaman R. (2019), Israel Journal of Chemistry. 59, 6-7, p. 514-523

    68.

    2018

  68. Insertion points of the essential nanoscale science and technology (NST) concepts in the Israeli middle school science and technology curriculum

    Sakhnini S. & Blonder R. (2018), Nanotechnology Reviews. 7, 5, p. 373-391

    69.

  69. Professional development of chemistry teachers: theory and practice

    Mamlok-Naaman R., Eilks I., Bodner G. & Hofstein A. (2018)

    70.

  70. Student-curated exhibitions: Alternative assessment in chemistry education in Israel

    Blonder R. (2018), International Perspectives on Chemistry Education Research and Practice. Cox C. & Schatzberg W. E. (eds.). Vol. 1293. p. 39-55 (trueACS Symposium Series)

    71.

  71. Interactions of chemistry teachers with gifted students in a regular high-school chemistry classroom

    Benny N. & Blonder R. (2018), Chemistry Education Research and Practice. 19, 1, p. 122-134

    72.

  72. Using the Action Research rationale to enhance the creation of teachers’ Professional Learning Communities (PLCs)

    Mamlok-Naaman R. (2018), ARISE. 1, 1, p. 27-32

    73.

  73. Action research in science education - An analytical review of the literature

    Laudonia I., Mamlok-Naaman R., Abels S. & Eilks I. (2018), Educational Action Research. 28, 4, p. 480-495

    74.

  74. Contextualizing the EU's "Responsible research and innovation" Policy in science education: A conceptual comparison with the nature of science concept and practical examples

    Laherto A., Kampschulte L., Vocht M. d., Blonder R., Akaygun S. & Apotheker J. (2018), Eurasia Journal of Mathematics, Science and Technology Education. 14, 6, p. 2287-2300

    75.

    2017

  75. The Role of Laboratory in Science Teaching and Learning

    Hofstein A. (2017), Science Education. Ben A. & Keith S. T. (eds.). p. 357-368

    76.

  76. Curriculum Implementation in Science Education

    Mamlok-Naaman R. (2017), Science Education. Akpan B. & Taber K. S. (eds.). Rotterdam p. 199-210

    77.

  77. Thou shall not try to speak in the Facebook language: Students' perspectives regarding using Facebook for chemistry learning

    Rap S. & Blonder R. (2017), Computers and Education. 114, p. 69-78

    78.

  78. Curriculum Development in Science Education

    Eilks I. & Hofstein A. (2017), Science Education. Akpan B. & Taber K. S. (eds.). Rotterdam p. 169-181

    79.

  79. I like Facebook: Exploring Israeli high school chemistry teachers’ TPACK and self-efficacy beliefs

    Blonder R. & Rap S. (2017), Education and Information Technologies. 22, p. 697-724

    80.

  80. Introducing Responsible Research and Innovation (RRI) into the secondary school chemistry classroom: the irresistible project

    Blonder R., Rosenfeld S., Rap S., Apotheker J., Akaygun S., Reis P., Kampschulte L. & Laherto A. (2017), Daruna - Scientific, Educational & Literary Journal. 44, p. 36-43

    81.

  81. Responsible Research and Innovation in secondary school science classrooms: Experiences from the project Irresistible

    Apotheker J., Blonder R., Akaygun S., Reis P., Kampschulte L. & Laherto A. (2017), Pure and Applied Chemistry. 89, 2, p. 211-219

    82.

  82. Assessing Attitudes about Responsible Research and Innovation (RRI): The Development and Use of a Questionnaire

    Blonder R., Rap S., Zemler E. & Rosenfeld S. (2017), Sisyphus - Journal of Education. 5, 3, p. 122-156

    83.

  83. Teachers' views on implementing storytelling as a way to motivate inquiry learning in high-school chemistry teaching

    Peleg R., Yayon M., Katchevich D., Mamlok-Naaman R., Fortus D., Eilks I. & Hofstein A. (2017), Chemistry Education Research and Practice. 18, 2, p. 304-309
    Submitted Version

    84.

  84. Context-based chemistry learning: The relevance of chemistry for citizenship and responsible research and innovation

    Parchmann I., Blonder R. & Broman K. (2017), Contextualizing Teaching to Improve Learning. p. 25-39

    85.

  85. Finding the connections between a high-school chemistry curriculum and nano science and technology

    Blonder R. & Sakhnini S. (2017), Chemistry Education Research and Practice. 18, 4, p. 903-922

    86.

  86. Learning science through a historical approach

    Mamlok-Naaman R. (2017), Educació Química: EduQ. 23, 1, p. 9-14, 3

    87.

  87. The effectiveness of teachers' use of demonstrations for enhancing students' understanding of and attitudes to learning the oxidation-reduction concept

    Basheer A., Hugerat M., Kortam N. & Hofstein A. (2017), Eurasia Journal Of Mathematics Science And Technology Education. 13, 3, p. 555-570

    88.

    2016

  88. ‘Excuse me teacher, but you made a mistake...’: interactions between science teachers and gifted students in a regular classroom

    Benny N. & Blonder R. (2016), International Perspectives on Science Education for the Gifted. Taber K. S. & Sumida M. (eds.). Abingdon, Oxon OX14 4RN, UK p. 57-71

    89.

  89. The Israeli TEMI case: Adaptation of TEMI modules to the local context

    Peleg R., Yayon M., Katchevich D., Mamlok-Naaman R., Hofstein A. & Fortus D. (2016), Chemistry in Action. 107, p. 33-36

    90.

  90. Factors Influencing Postsecondary STEM Students’ Views of the Public Communication of an Emergent Technology: a Cross-National Study from Five Universities

    Gardner G. E., Jones M. G., Albe V., Blonder R., Laherto A., Macher D. & Paechter M. (2016), Research in Science Education. 47, p. 1011-1029
    Submitted Version

    91.

  91. Learning about teaching the extracurricular topic of nanotechnology as a vehicle for achieving a sustainable change in science education

    Blonder R. & Mamlok-Naaman R. (2016), International Journal of Science and Mathematics Education. 14, p. 345-372

    92.

  92. The story of lead: A context for learning about responsible research and innovation (RRI) in the chemistry classroom

    Blonder R., Zemler E. & Rosenfeld S. (2016), Chemistry Education Research and Practice. 17, 4, p. 1145-1155

    93.

  93. One country, two cultures - A multi-perspective view on Israeli chemistry teachers beliefs about teaching and learning

    Markic S., Eilks I., Mamlok-Naaman R., Hugerat M., Kortam N., Dkeidek I. & Hofstein A. (2016), TEACHERS AND TEACHING. 22, 2, p. 131-147

    94.

  94. What Are the Basic Concepts of Nanoscale Science and Technology (NST) that Should Be Included in NST Educational Programs?

    Blonder R. & Sakhnini S. (2016), Global Perspectives of Nanoscience and Engineering Education. Bhushan B. & Winkelmann K. (eds.). Cham p. 117-127

    95.

  95. Let’s Face(book) It: Analyzing Interactions in Social Network Groups for Chemistry Learning

    Rap S. & Blonder R. (2016), Journal of Science Education and Technology. 25, 1, p. 62-76

    96.

  96. Online Nanoeducation Resources

    Cohen S., Blonder R., Rap S. & Barokas J. (2016), Global Perspectives of Nanoscience and Engineering Education. p. 171-194

    97.

  97. Nanotechnology applications as a context for teaching the essential concepts of NST

    Sakhnini S. & Blonder R. (2016), International Journal of Science Education. 38, 3, p. 521-538

    98.

  98. Factors That Promote/Inhibit Teaching Gifted Students In A Regular Class: Results From A Professional Development Program For Chemistry Teachers

    Benny N. & Blonder R. (2016), Education Research International. 2016, 2742905

    99.

    2015

  99. Learning about relevance concerning cultural and gender differences in chemistry education

    Mamlok-Naaman R., Abels S. & Markic S. (2015), Relevant Chemistry Education. Rotterdam p. 219-240

    100.

  100. Zespół Osób Uczących się jako propozycja rozwoju kompetencji nauczycieli i podnoszenia jakości pracy szkoły

    Krzeczkowska M., Maciejowska I., Apotheker J. & Blonder R. (2015), Z CHEMIĄ ku przyszłości. Janiuk R. M. (eds.). p. 161-174

    101.

  101. Professional development of chemistry teachers for relevant chemistry education

    Hugerat M., Mamlok-Naaman R., Eilks I. & Hofstein A. (2015), Relevant Chemistry Education. p. 369-386

    102.

  102. The making of nanotechnology: Exposing high-school students to behind-the-scenes of nanotechnology by inviting them to a nanotechnology conference

    Blonder R. & Sakhnini S. (2015), Nanotechnology Reviews. 4, 1, p. 103-116

    103.

  103. Learning about Sustainable Development in Socio-Scientific Issues-Based Chemistry Lessons on Fuels and Bioplastics

    Mamlok-Naaman R., Katchevich D., Yayon M., Burmeister M., Feierabend T. & Eilks I. (2015), Worldwide Trends in Green Chemistry Education. p. 45-60

    104.

  104. The Philosophical Works of Ludwik Fleck and Their Potential Meaning for Teaching and Learning Science

    Stuckey M., Heering P., Mamlok-Naaman R., Hofstein A. & Eilks I. (2015), Science & Education. 24, p. 281-298

    105.

  105. Using Atomic Force Microscopy in Out-of-School Settings: Two Case Studies Investigating the Knowledge and Understanding of High School Students

    Schwarzer S., Akaygun S., Sagun-Gokoz B., Anderson S. & Blonder R. (2015), Journal of Nano Education. 7, 1, p. 10-27

    106.

  106. Learning from and about Industry for Relevant Chemistry Education

    Hofstein A. & Kesner M. (2015), Relevant Chemistry Education. Hofstein A. & Eilks I. (eds.). Rotterdam p. 285-299

    107.

  107. QUESTIONING BEHAVIOR OF STUDENTS IN THE INQUIRY CHEMISTRY LABORATORY: DIFFERENCES BETWEEN SECTORS AND GENDERS IN THE ISRAELI CONTEXT

    Blonder R., Rap S., Mamlok-Naaman R. & Hofstein A. (2015), International Journal of Science and Mathematics Education. 13, p. 705-732

    108.

  108. Essential Concepts of Nanoscale Science and Technology for High School Students Based on a Delphi Study by the Expert Community

    Sakhnini S. & Blonder R. (2015), International Journal of Science Education. 37, 11, p. 1699-1738

    109.

  109. Understanding electrochemistry concepts using the predict-observe-explain strategy

    Karamustafaoğlu S. & Mamlok-Naaman R. (2015), Eurasia Journal Of Mathematics Science And Technology Education. 11, 5, p. 923-936

    110.

  110. Teaching and learning the concept of chemical bonding

    Mamlok-Naaman R., Levy Nahum T. & Hofstein A. (2015), Educació Química: EduQ. 21, 1, p. 13-19

    111.

  111. "Chemistry of tomorrow" should be part of the school chemistry of today

    Blonder R. (2015), EC2E2N Newsletter. 16, 1

    112.

  112. Curriculum Development

    Eylon B. & Hofstein A. (2015), Encyclopedia of Science Education. p. 259-264

    113.

  113. The Development of High-Order Learning Skills in High School Chemistry Laboratory: "Skills for Life"

    Hofstein A. (2015), Chemistry Education. Serrano‐Torregrosa E. & García‐Martínez J. (eds.). p. 517-537

    114.

    2014

  114. The effect of tungsten disulfide nanotubes on the properties of silicone adhesives

    Goldberg G., Dodiuk H., Kenig S., Cohen R. & Terme R. (2014), International Journal of Adhesion and Adhesives. 55, p. 77-81

    115.

  115. Developing and implementing inquiry-based, water quality laboratory experiments for high school students to explore real environmental issues using analytical chemistry

    Mandler D., Blonder R., Yayon M., Mamlok-Naaman R. & Hofstein A. (2014), Journal of Chemical Education. 91, 4, p. 492-496

    116.

  116. Nanoeducation: Zooming into Teacher Professional Development Programmes in Nanoscience and Technology

    Blonder R., Parchmann I., Akaygun S. & Albe V. (2014), Topics and Trends in Current Science Education. Tiberghien A., Bruguière C. & Clément P. (eds.). Dordrecht p. 159-174 (trueContributions from Science Education Research)

    117.

  117. Teaching self-efficacy of science teachers

    Blonder R., Benny N. & Jones M. G. (2014), The Role of Science Teachers' Beliefs in International Classrooms. Pea C., Czerniak C., Luft J. & Evans R. (eds.). p. 3-15

    118.

  118. Chemistry Teachers Introduce High-School Students to Advanced Topics Using a Poster Exhibition of Contemporary Organic Chemistry

    Blonder R. & Meshulam I. (2014), Sisyphus - Journal of Education. 2, 2, p. 48-73

    119.

    2013

  119. Can You Tube it? Providing chemistry teachers with technological tools and enhancing their self-efficacy beliefs

    Blonder R., Jonatan M., Bar-Dov Z., Benny N., Rap S. & Sakhnini S. (2013), Chemistry Education Research and Practice. 14, 3, p. 269-285

    120.

  120. How to Balance Chemistry Education Between Observing Phenomena and Thinking in Models

    De Jong O., Blonder R. & Oversby J. (2013), Teaching Chemistry – A Studybook. Hofstein A. & Eilks I. (eds.). Rotterdam p. 97-126

    121.

  121. Argumentation in the Chemistry Laboratory: Inquiry and Confirmatory Experiments

    Katchevich D., Hofstein A. & Mamlok-Naaman R. (2013), Research in Science Education. 43, 1, p. 317-345

    122.

  122. Chemistry Teachers Enhance Their Knowledge in Contemporary Scientific Areas

    Mamlok-Naaman R., Blonder R. & Hofstein A. (2013), Chemistry Education and Sustainability in the Global Age. Chou C-C, Tuan H-L, Wu H-K, Lin J-W & Chiu M-H (eds.). Dordrecht p. 85-96

    123.

  123. The meaning of 'relevance' in science education and its implications for the science curriculum

    Stuckey M., Hofstein A., Mamlok-Naaman R. & Eilks I. (2013), Studies in Science Education. 49, 1, p. 1-34

    124.

  124. PINCHAS (PINI) TAMIR A Long-Distance Runner Across and Beyond Science Education

    Hofstein A., Arzi H. J. & Zohar A. (2013), Going Back For Our Future: Carrying Forward The Spirit Of Pioneers Of Science Education. p. 249-267 (truePioneers in Science Education)

    125.

  125. Nanotechnology and Nanoscale Science: Educational challenges

    Jones M. G., Blonder R., Gardner G. E., Albe V., Falvo M. & Chevrier J. (2013), International Journal of Science Education. 35, 9, p. 1490-1512

    126.

    2012

  126. Assessment of the laboratory learning environment in an inquiry-oriented chemistry laboratory in Arab and Jewish high schools in Israel

    Dkeidek I., Mamlok-Naaman R. & Hofstein A. (2012), Learning Environments Research. 15, 2, p. 141-169

    127.

  127. Laboratory activities in Israel

    Mamlok-Naaman R. & Barnea N. (2012), Eurasia Journal Of Mathematics Science And Technology Education. 8, 1, p. 49-57

    128.

  128. Characterizing and representing student's conceptual knowledge of chemical bonding

    Yayon M., Mamlok-Naaman R. & Fortus D. (2012), Chemistry Education Research and Practice. 13, 3, p. 248-267

    129.

  129. Teaching two basic nanotechnology concepts in secondary school by using a variety of teaching methods

    Blonder R. & Sakhnini S. (2012), Chemistry Education Research and Practice. 13, 4, p. 500-516

    130.

  130. DIFFERENT TYPES OF ACTION RESEARCH TO PROMOTE CHEMISTRY TEACHERS' PROFESSIONAL DEVELOPMENT-A JOINED THEORETICAL REFLECTION ON TWO CASES FROM ISRAEL AND GERMANY

    Mamlok-Naaman R. & Eilks I. (2012), International Journal of Science and Mathematics Education. 10, 3, p. 581-610

    131.

  131. High-school chemistry teaching through environmentally oriented curricula

    Mandler D., Mamlok-Naaman R., Blonder R., Yayon M. & Hofstein A. (2012), Chemistry Education Research and Practice. 13, 2, p. 80-92

    132.

    2011

  132. The story of nanomaterials in modern technology: An advanced course for chemistry teachers

    Blonder R. (2011), Journal of Chemical Education. 88, 1, p. 49-52

    133.

  133. One Hundred Years of Women in Chemistry in the 20th Century

    Mamlok-Naaman R., Blonder R. & Dori Y. J. (2011), Celebrating the 100th Anniversary of Madame Marie Sklodowska Curie’s Nobel Prize in Chemistry. Treagust D. F., Chiu M. -. & Gilmer P. J. (eds.). Rotterdam p. 119-139

    134.

  134. Societal issues and their importance for contemporary science education-a pedagogical justification and the state-of-the-art in Israel, Germany, and the USA

    Hofstein A., Eilks I. & Bybee R. (2011), International Journal of Science and Mathematics Education. 9, 6, p. 1459-1483

    135.

  135. Effect of culture on high-school students' question-asking ability resulting from an inquiry-oriented chemistry laboratory

    Dkeidek I., Mamlok-Naaman R. & Hofstein A. (2011), International Journal of Science and Mathematics Education. 9, 6, p. 1305-1331

    136.

  136. Peer Argumentation in the School Science Laboratory-Exploring effects of task features

    Kind P. M., Kind V., Hofstein A. & Wilson J. (2011), International Journal of Science Education. 33, 18, p. 2527-2558

    137.

    2010

  137. Development and implementation of inquiry-based and computerized-based laboratories: Reforming high school chemistry in Israel

    Barneaa N., Doria Y. J. & Hofsteind A. (2010), Chemistry Education Research and Practice. 11, 3, p. 218-228

    138.

  138. Teaching and learning the concept of chemical bonding

    Nahum T. L., Mamlok-Naaman R., Hofstein A. & Taber K. S. (2010), Studies in Science Education. 46, 2, p. 179-207

    139.

  139. Atomic Force Microscopy: Opening the Teaching Laboratory to the Nanoworld

    Blonder R., Joselevich E. & Cohen S. (2010), Journal of Chemical Education. 87, 12, p. 1290-1293

    140.

  140. Providing chemistry teachers with opportunities to enhance their knowledge in contemporary scientific areas: A three-stage model

    Mamlok-Naaman R., Blonder R. & Hofstein A. (2010), Chemistry Education Research and Practice. 11, 4, p. 241-252

    141.

  141. Continuous symmetry and chemistry teachers: Learning advanced chemistry content through novel visualization tools

    Tuvi-Arad I. & Blonder R. (2010), Chemistry Education Research and Practice. 11, 1, p. 48-58

    142.

    2009

  142. Enhancing students' understanding of the concept of chemical bonding by using activities provided on an interactive website

    Frailich M., Kesner M. & Hofstein A. (2009), Journal of Research in Science Teaching. 46, 3, p. 289-310

    143.

    2008

  143. A new "bottom-up" framework for teaching chemical bonding

    Nahum T. L., Mamlok-Naaman R., Hofstein A. & Kronik L. (2008), Journal of Chemical Education. 85, 12, p. 1680-1685

    144.

  144. Increasing Science Teachers' Ownership through the Adaptation of the PARSEL Modules: A "Bottom-up" Approach

    Blonder R., Kipnis M., Mamlok-Naaman R. & Hofstein A. (2008), Science Education International. 19, 3, p. 285-301

    145.

  145. Scientific-chemical viewpoints regarding smoking: A science laboratory for all

    Blonder R. (2008), Journal of Chemical Education. 85, 2, p. 248-250

    146.

  146. Analyzing inquiry questions of high-school students in a gas chromatography open-ended laboratory experiment

    Blonder R., Mamlok-Naaman R. & Hofstein A. (2008), Chemistry Education Research and Practice. 9, 3, p. 250-258

    147.

  147. Evidence for teachers' change while participating in a continuous professional development programme and implementing the inquiry approach in the chemistry laboratory

    Taitelbaum D., Mamlok-Naaman R., Carmeli M. & Hofstein A. (2008), International Journal of Science Education. 30, 5, p. 593-617

    148.

  148. The return of the black box

    Yayon M. & Scherz Z. (2008), Journal of Chemical Education. 85, 4, p. 541-543

    149.

    2007

  149. INQUIRING THE INQUIRY LABORATORY IN HIGH SCHOOL

    Kipnis M. & Hofstein A. (2007), Contributions From Science Education Research. p. 297-306

    150.

  150. The laboratory in science education: The state of the art

    Hofstein A. & Mamlok-Naaman R. (2007), Chemistry Education Research and Practice. 8, 2, p. 105-107

    151.

  151. Developing Epistemologically Empowered Teachers: Examining the Role of Philosophy of Chemistry in Teacher Education

    Erduran S., Bravo A. A. & Mamlok-Naaman R. (2007), Science & Education. 16, 9-10, p. 975-989

    152.

  152. Involving science teachers in the development and implementation of assessment tools for "Science for All" type curricula

    Penick J. E., Mamlok-Naaman R. & Hofstein A. (2007), Journal of Science Teacher Education. 18, 4, p. 497-524

    153.

  153. Developing a new teaching approach for the chemical bonding concept aligned with current scientific and pedagogical knowledge

    Nahum T. L., Mamlok-Naaman R., Hofstein A. & Krajcik J. (2007), Science Education. 91, 4, p. 579-603

    154.

    2006

  154. Chemical literacy: What does this mean to scientists and school teachers?

    Shwartz Y., Ben-Zvi R. & Hofstein A. (2006), Journal of Chemical Education. 83, 10, p. 1557-1561

    155.

  155. Improving the classroom laboratory learning environment by using teachers’ and students’ perceptions

    Hofstein A. (2006), Contemporary Approaches to Research on Learning Environments. p. 75-91

    156.

  156. Industrial chemistry and school chemistry: Making chemistry studies more relevant

    Hofstein A. & Kesner M. (2006), International Journal of Science Education. 28, 9, p. 1017-1039

    157.

    2005

  157. The importance of involving high-school chemistry teachers in the process of defining the operational meaning of ‘chemical literacy’

    Shwartz Y., Ben-Zv R. & Hofstein A. (2005), International Journal of Science Education. 27, 3, p. 323-344

    158.

  158. Chemistry teachers research their own work: Two case studies

    Mamlok-Naaman R., Navon O., Carmeli M. & Hofstein A. (2005), Research and the Quality of Science Education. p. 141-155

    159.

  159. Developing students' ability to ask more and better questions resulting from inquiry-type chemistry laboratories

    Hofstein A., Navon O., Kipnis M. & Mamlok-Naaman R. (2005), Journal of Research in Science Teaching. 42, 7, p. 791-806

    160.

  160. How do I design a cellular phone that is safer to use?: development and implementation of an innovative curriculum - an international perspective

    Mamlok-Naaman R., Dershimer R., Fortus D., Krajcik J. & Marx R. (2005), Making it Relevant: Context-based Learning of Science. p. 215-241

    161.

  161. A long term and systemic approach to science curriculum development, implementation and evaluation

    Hofstein A. & Eylon B. S. (2005), Making a difference: Evaluation as a tool for improving science education. p. 187-201

    162.

    2004

  162. Providing high school chemistry students with opportunities to develop learning skills in an inquiry-type laboratory: A case study

    Hofstein A., Shore R. R. & Kipnis M. (2004), International Journal of Science Education. 26, 1, p. 47-62

    163.

  163. Can final examinations amplify students’ misconceptions in chemistry?

    Levy Nahum T., Hofstein A., Mamlok-Naaman R. & Bar-Dov Z. (2004), Chemistry Education Research and Practice. 5, 3, p. 301- 325

    164.

  164. The Laboratory in Science Education: Foundations for the Twenty-First Century

    Hofstein A. & Lunetta V. N. (2004), Science Education. 88, 1, p. 28-54

    165.

    2001

  165. Developing chemistry and mathematics teacher leaders in Israel

    Hofstein A. & Even R. (2001), Developing teacher leaders in science and mathematics: The role of professional development. p. 189-208

    166.

    1999

  166. שיטות הוראה ודרכי הערכה חלופיות במסגרת תכנית מוט"ב

    ממלוק ר., קצביץ ד., לאונוב א. & בן-צבי ר. (1999), הלכה למעשה. 14

    167.

    1997

  167. Student and teacher perceptions of industrial chemistry case studies

    Kesner M., Hofstein A. & BenZvi R. (1997), International Journal of Science Education. 19, 6, p. 725-738

    168.

  168. The development and implementation of two industrial chemistry case studies for the israeli high school chemistry curriculum

    Kesner M., Hofstein A. & BenZvi R. (1997), International Journal of Science Education. 19, 5, p. 565-576

    169.

    1995

  169. Science Education: From Theory to Practice

    Eylon B. S., Giddings G. & Hofstein A. (1995)

    170.

  170. הפעלת תכנית לימודים בכימיה בגליל:: מודל להסבת מורים מהוראת מקצוע אחד להוראת מקצוע אחר

    ממלוק ר., הופשטיין א., בן-צבי ר. & כרמלי מ. (1995), הלכה למעשה. 10, p. 149-170

    171.

    1994

  171. Factors that influence learning during a scientific field trip in a natural environment

    Orion N. & Hofstein A. (1994), Journal of Research in Science Teaching. 31, 10, p. 1097-1119

    172.

    1993

  172. A Model of Thermal Equilibrium: A Tool for the Introduction of Thermodynamics

    BENZVI R., SILBERSTEIN J. & Mamlok-Naaman R. (1993), Journal of Chemical Education. 70, 1, p. 31-34

    173.

    1991

  173. The measurement of students' attitudes towards scientific field trips

    Orion N. & Hofstein A. (1991), Science Education. 75, 5, p. 513-523

    174.

    1988

  174. Theories, principles and laws

    Ben-Zvi R., Silberstein Y. & Eylon B. S. (1988), Education in chemistry.. 25, 3, p. 89-92

    175.

    1987

  175. Students' visualization of a chemical reaction

    Ben-Zvi R., Silberstein J. & Eylon B. S. (1987), Education in chemistry.. 24, p. 117-120

    176.

    1986

  176. Is an atom of copper malleable?

    BENZVI R., Eylon B. S. & SILBERSTEIN J. (1986), Journal of Chemical Education. 63, 1, p. 64-66

    177.

  177. Features of a quality curriculum for school science

    YAGER R. & Hofstein A. (1986), Journal of Curriculum Studies. 18, 2, p. 133-146

    178.

  178. Forgetting versus savings: The many facets of long‐term retention

    Arzi H. J., Ben-Zvi R. & Ganiel U. (1986), Science Education. 70, 2, p. 171-188

    179.

  179. Revision of course materials on the basis of research on conceptual difficulties

    Ben-Zvi R., Eylon B. & Silberstein J. (1986), Studies in Educational Evaluation. 12, 2, p. 213-223

    180.

  180. A comparison of the actual and preferred classroom learning environment in biology and chemistry as perceived by high school students

    Hofstein A. & Lazarowitz R. (1986), Journal of Research in Science Teaching. 23, 3, p. 189-199

    181.

  181. Is an Atom of Copper Malleable?

    Ben-Zvi R., Eylon B. S. & Silberstein Y. (1986), Journal of chemical education.. 63, 1, p. 64-66

    182.

    1985

  182. Defining enlarged boundaries for school science

    YAGER R. & Hofstein A. (1985), European Journal of Science Education. 7, 4, p. 345-352

    183.

  183. Students preferences for industrial case studies

    NAE H. & Hofstein A. (1985), Journal of Chemical Education. 62, 3, p. 198

    184.

  184. Motivating strategies in science education: Attempt at an analysis

    Hofstein A. & Kempa R. F. (1985), European Journal of Science Education. 7, 3, p. 221-229

    185.

    1984

  185. Thinking patterns in chemistry: 10th graders’ views of structure and process

    Ben-Zvi R., Eylon B. S. & Silberstein J. (1984), Science teaching in Israel: Origins, development and achievements. p. 303-314

    186.

    1982

  186. THE ROLE OF THE LABORATORY IN SCIENCE TEACHING - NEGLECTED ASPECTS OF RESEARCH

    Hofstein A. & LUNETTA V. (1982), Review of Educational Research. 52, 2, p. 201-217

    187.

  187. CHEMISTRY IN ACTION - HOW TO PLAN A VISIT TO THE CHEMICAL-INDUSTRY

    NAE H., MANDLER V., Hofstein A. & Samuel D. (1982), Journal of Chemical Education. 59, 7, p. 582-583

    188.

    1980

  188. Chemical industry: A new interdisciplinary course for secondary schools

    Nae N., Hofstein A. & Samuel D. (1980), Journal of Chemical Education. 57, 5, p. 366-368

    189.

    1978

  189. A Comparative study of cognitive preferences of different groups of chemistry students

    Hofstein A., BENZVI R. & Samuel D. (1978), Journal of Chemical Education. 55, 11, p. 705-707

    190.

    1976

  190. The attitude of high school students towards the use of filmed experiments

    BENZVI R., Hofstein A., Samuel D. & KEMPA R. (1976), Journal of Chemical Education. 53, 9, p. 575-577

    191.

  191. The effectiveness of filmed experiments in high school chemical education

    BENZVI R., Hofstein A., Samuel D. & KEMPA R. (1976), Journal of Chemical Education. 53, 8, p. 518-520

    192.