2026

  1. A critical look at the history of school practical work over the past half a century

    Abrahams I., Fotou N. & Hofstein A. (2026), Practical Work in Science Education in the Digital Era. Afonso A. S., Leite L., Dourado L., Carvalho L. & Morgado S. (eds.).

    2.

  2. Exploring motivational mechanisms to learn in a national chemistry projects competition: lessons from a retrospective study

    Marchak D., Kesner M., Rosenfeld S. & Blonder R. (2026), Disciplinary and Interdisciplinary Science Education Research. 8, 8

    3.

  3. Preparing in-service science teachers for the AI era: insights from an 'AI competence development' academic course

    Alexandron G., Aroch I., Cukurova M. & Blonder R. (2026), International Journal of Science Education

    4.

  4. Benchmarking AI on Standard Chemistry Exams: LLMs Still Underperform Compared to High School Students

    Yacobson E., Schleifer Y., Bar-Dov Z., Rap S., Blonder R. & Alexandron G. (2026), Journal of Science Education and Technology

    5.

  5. A model for evaluating programs to promote pro-environmental attitudes and behavior

    Sindiani-Bsoul A., Rosenfeld S., Rap S. & Blonder R. (2026), RSC Sustainability

    6.

  6. Game-based nanoeducation: a hybrid escape room as an informal learning environment for nanoscale science

    Blonder R., Yayon M., Haimovich I., Aviran E., Adler V., Zaychikova Y. & Rap S. (2026), Frontiers in Education. 11, 1819144

    7.

    2025

  7. "Powered by emotions": Exploring emotion induction in out-of-school authentic science learning

    Yonai E. & Blonder R. (2025), Journal of Research in Science Teaching. 62, 2, p. 553-575

    8.

  8. Public Knowledge, Attitudes, and Behaviors Toward Educational Renewable Energy Sources in Arab Society in Israel

    Asli S., Diab M., Marai H., Hofstein A. & Hugerat M. (2025), Science and Education. 34, 4, p. 2633-2654

    9.

  9. Are They Ready to Teach? Generative AI as a Means to Uncover Pre-Service Science Teachers PCK and Enhance Their Preparation Program

    Blonder R., Feldman-Maggor Y. & Rap S. (2025), Journal of Science Education and Technology. 34, 6, p. 1301-1310

    10.

  10. Effect of an Educational Initiative for Sustainability on Pre-Service Teachers Ethical Decision-Making Skills, Motivation to Learn Science, and Learning Atmosphere in the Classroom

    Khazen M., Asli S., Hofstein A. & Hugerat M. (2025), Sustainability. 17, 3, 992

    11.

  11. Supporting career awareness through job shadowing and industry site visits

    Mamlok-Naaman R., Blonder R., Lavonen J. M., Holbrook J. & Rannikmae M. (2025), Chemistry Teacher International. 7, 1, p. 107-120

    12.

  12. Development of chemistry teachers' sense of ownership through leadership-oriented continuous professional development courses

    Hofstein A. & Mamlok-Naaman R. (2025), Chemistry Teacher International

    13.

  13. Can chemistry knowledge influence student behavior? A neuropedagogy-based intervention as good practice to address cognitive and affective learning factors

    Rap S., Blonder R., Bodas M. & Marchak D. (2025), Chemistry Teacher International. 7, 4, p. 633-646

    14.

  14. Student Agency in Sustainability

    Rap S., Sindiani-Bsoul A., Mamlok-Naaman R. & Blonder R. (2025), Chemistry Education for a Sustainable Future. Middlecamp C. H., Kümmerer K., Kirchhoff M. M. & Mahaffy P. (eds.). Vol. 13. p. 235-250

    15.

    2024

  15. 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

    16.

  16. How Participation in a Teachers' Eco-Pedagogy Workshop Affects the Promotion of Teachers Environmental Education and Organizational Concepts

    Asli S., Abu-Alhiga R., Teti T., Algmal S., Hofstein A., Shehadeh-Nasser A. & Hugerat M. (2024), European Journal of Educational Research. 13, 1, p. 341-352

    17.

  17. 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

    18.

  18. 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

    19.

  19. Technology Acceptance When Teaching Climate Change

    Rap S. & Blonder R. (2024), Journal of Science Education and Technology. 34, 3, p. 521-530

    20.

  20. 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

    21.

  21. Tablets and Apps for Promoting Nanoliteracy in Early Childhood Education: Results from an Experimental Study

    Dorouka P., Kalogiannakis M. & Blonder R. (2024), Journal of Science Education and Technology. 33, 6, p. 910-927

    22.

  22. Correction to: Technology Acceptance When Teaching Climate Change (Journal of Science Education and Technology, (2025), 34, 3, (521-530), 10.1007/s10956-024-10125-9)

    Rap S. & Blonder R. (2024), Journal of Science Education and Technology. 34, 3, p. 531

    23.

  23. Science Teacher Action Research in Top Tier Science Education Journals: A Review of the Literature

    Feldman A., Belova N., Eilks I., Kapanadze M., Rauch F., Mamlok-Naaman R. & Taşar M. F. (2024), Journal of Science Teacher Education. 36, 1, p. 1-27

    24.

  24. The SEMinal impact of contemporary science: integrated authentic science design and students self-efficacy and career aspirations

    Yonai E., Weiner S., Shimoni E. & Blonder R. (2024), International Journal of Science Education. 48, 3, p. 315-341

    25.

  25. AI for chemistry teaching: Responsible AI and ethical considerations

    Blonder R. & Feldman-Maggor Y. (2024), Chemistry Teacher International. 6, 4, p. 385-395

    26.

  26. Fostering inclusive learning: customized kits in chemistry education and their influence on self-efficacy, attitudes and achievements

    Easa E. & Blonder R. (2024), Chemistry Education Research and Practice. 25, 4, p. 1175-1196

    27.

  27. Innovate for Impact: Young Adults Education and Empowerment for Climate Action

    Rap S. & Bodas M. (2024), Australian Journal of Environmental Education. 40, 4, p. 784-794

    28.

    2023

  28. 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

    29.

  29. 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

    30.

  30. 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. 5, 2, p. 125-141

    31.

  31. "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

    32.

  32. 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

    33.

  33. 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

    34.

  34. 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

    35.

  35. 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

    36.

  36. 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

    37.

  37. Digital Learning Platforms: Digital Platforms for Increasing Inclusion in Chemistry Education

    Blonder R. (2023), Digital Learning and Teaching in Chemistry. Ngai C., Szteinberg G. & Dori Y. (eds.). p. 108-113

    38.

  38. Chemistry Teachers Awareness of Sustainability Through Social Media:Cultural Differences

    Tal M., Zreke D., Hugerat M. & Hofstein A. (2023), Digital Learning and Teaching in Chemistry. Ngai C., Szteinberg G. & Dori Y. (eds.). p. 180-195

    39.

    2022

  39. 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

    40.

  40. 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

    41.

  41. 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), Internet and Higher Education. 55, 100867

    42.

  42. "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

    43.

  43. 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

    44.

  44. 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

    45.

  45. 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 October, e0275459

    46.

  46. 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

    47.

  47. 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

    48.

  48. 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, p. 71-95

    49.

    2021

  49. 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

    50.

  50. 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

    51.

  51. 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?. Vol. 21. p. 29-43

    52.

  52. The European Chemical Societys Division of Chemical Education

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

    53.

  53. Women in science

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

    54.

  54. What do teachers learn about the discipline of mathematics in academic mathematics courses?

    Hoffmann A. & Even R. (2021), Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, 2021. Inprasitha M., Changsri N. & Boonsena N. (eds.). p. 40-47

    55.

  55. 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

    56.

  56. Teaching Chemistry by a Creative Approach: Adapting a Teachers 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

    57.

  57. Womens leadership in chemistry education: An interview with Rachel Mamlok-Naaman

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

    58.

  58. Long-Term Research and Development in Science Education: What Have We Learned?

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

    59.

  59. Teaching and Learning in the School Chemistry Laboratory

    Hofstein A. & Hugerat M. (2021)

    60.

  60. 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

    61.

    2020

  61. 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

    62.

  62. 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

    63.

  63. 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

    64.

  64. 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

    65.

  65. 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

    66.

  66. 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. 1344. p. 125-160

    67.

  67. 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

    68.

  68. 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).

    69.

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

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

    70.

  70. The role of a whatsapp group of a professional learning community of chemistry teachers in the development of their knowledge

    Blonder R. & Waldman R. (2020), Research Anthology on Facilitating New Educational Practices Through Communities of Learning. p. 820-841

    71.

  71. 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

    72.

  72. 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

    73.

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

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

    74.

    2019

  74. 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

    75.

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

    Ron B. & Rachel M. (2019), Chemistry Teacher International. 2, 1, 20180011

    76.

  76. 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

    77.

  77. 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

    78.

  78. 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

    79.

  79. 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

    80.

  80. Effectiveness of Teaching Science by Drama

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

    81.

  81. 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

    82.

  82. 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

    83.

  83. 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

    84.

  84. 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

    85.

  85. 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

    86.

  86. 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

    87.

  87. Promoting responsible citizenship in science museums through student curated exhibits

    Rosenfeld S. & Blonder R. (2019), Science Museums in Transition. p. 49-56

    88.

  88. 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

    89.

    2018

  89. 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

    90.

  90. 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

    91.

  91. Professional development of chemistry teachers: theory and practice

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

    92.

  92. 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

    93.

  93. 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

    94.

  94. 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)

    95.

  95. 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

    96.

    2017

  96. 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

    97.

  97. 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

    98.

  98. 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

    99.

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

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

    100.

  100. The Role of Laboratory in Science Teaching and Learning

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

    101.

  101. Curriculum Implementation in Science Education

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

    102.

  102. Curriculum Development in Science Education

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

    103.

  103. Learning science through a historical approach

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

    104.

  104. 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

    105.

  105. 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

    106.

  106. 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

    107.

  107. Cross-Curricular Goals and Raising the Relevance of Science Education

    Belova N., Dittmar J., Hansson L., Hofstein A., Nielsen J. A., Sjöström J. & Eilks I. (2017), Cognitive and Affective Aspects in Science Education Research. Uitto A., Lavonen J., Lampiselkä J., Hahl K. & Juuti K. (eds.). p. 297-307

    108.

  108. 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

    109.

    2016

  109. 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

    110.

  110. 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

    111.

  111. 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

    112.

  112. 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

    113.

  113. Online Nanoeducation Resources

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

    114.

  114. 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

    115.

  115. Lets 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

    116.

  116. 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

    117.

  117. 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

    118.

  118. 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

    119.

    2015

  119. 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

    120.

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

    Hofstein A. (2015), Chemistry Education. SerranoTorregrosa E. & GarcíaMartínez J. (eds.). p. 517-537

    121.

  121. 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

    122.

  122. 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

    123.

  123. 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

    124.

  124. 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

    125.

  125. 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

    126.

  126. 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

    127.

  127. 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

    128.

  128. 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

    129.

  129. 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

    130.

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

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

    131.

    2014

  131. 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

    132.

  132. 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)

    133.

  133. 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

    134.

  134. 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

    135.

    2013

  135. 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

    136.

  136. 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)

    137.

  137. 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

    138.

  138. 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

    139.

  139. 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

    140.

  140. 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

    141.

    2012

  141. 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

    142.

  142. Laboratory activities in Israel

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

    143.

  143. 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

    144.

  144. 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

    145.

    2011

  145. 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

    146.

  146. 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

    147.

  147. 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

    148.

  148. 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

    149.

    2010

  149. 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

    150.

    2009

  150. 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

    151.

    2008

  151. 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

    152.

  152. 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

    153.

  153. The return of the black box

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

    154.

    2007

  154. INQUIRING THE INQUIRY LABORATORY IN HIGH SCHOOL

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

    155.

  155. 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

    156.

  156. 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

    157.

  157. 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

    158.

    2006

  158. 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

    159.

  159. 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

    160.

    2005

  160. 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

    161.

  161. 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

    162.

    2004

  162. 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

    163.

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

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

    164.

    1999

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

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

    165.

    1997

  165. 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

    166.

  166. 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

    167.

    1995

  167. 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

    168.

    1994

  168. 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

    169.

    1993

  169. 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

    170.

    1991

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

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

    171.

    1986

  171. Forgetting versus savings: The many facets of longterm retention

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

    172.

  172. Is an atom of copper malleable?

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

    173.

    1985

  173. 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

    174.

    1982

  174. 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

    175.

    1976

  175. 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

    176.