2024

  1. 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

    2.

  2. 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. (2024), Journal of Science Education and Technology

    3.

  3. 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

    4.

  4. 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

    5.

  5. 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

    6.

  6. 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

    7.

  7. 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

    8.

  8. 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

    9.

  9. \u201cPowered by emotions\u201d: Exploring emotion induction in out-of-school authentic science learning

    Yonai E. & Blonder R. (2024), Journal of Research in Science Teaching. 62, 2, p. 553-575

    10.

  10. 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

    11.

  11. 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

    12.

  12. Technology Acceptance When Teaching Climate Change

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

    13.

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

    Rap S. & Bodas M. (2024), Australian Journal of Environmental Education

    14.

  14. 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

    15.

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

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

    16.

  16. 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. (2024), Science and Education

    17.

    2023

  17. 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

    18.

  18. 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

    19.

  19. 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

    20.

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

    Diamond J. & Rosenfeld S. (2023)

    21.

  21. 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

    22.

  22. 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

    23.

  23. 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

    24.

  24. 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

    25.

  25. 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

    26.

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

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

    27.

  27. 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

    28.

  28. "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

    29.

    2022

  29. 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

    30.

  30. 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

    31.

  31. 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

    32.

  32. 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

    33.

  33. "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

    34.

  34. 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

    35.

  35. 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

    36.

  36. 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

    37.

  37. 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

    38.

  38. 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

    39.

    2021

  39. The European Chemical Societys Division of Chemical Education

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

    40.

  40. 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

    41.

  41. 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

    42.

  42. Women in science

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

    43.

  43. 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

    44.

  44. 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

    45.

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

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

    46.

  46. 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

    47.

  47. Teaching and Learning in the School Chemistry Laboratory

    Hofstein A. & Hugerat M. (2021)

    48.

  48. 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

    49.

  49. 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

    50.

  50. Undergraduate Students Reasoning about Genetic Mechanisms

    Haskel-Ittah M. & Duncan R. G. (2021), ISLS Annual Meeting 2021 Reflecting the Past and Embracing the Future - 15th International Conference of the Learning Sciences, ICLS 2021. de Vries E., Ahn J. & Hod Y. (eds.). p. 107-114

    51.

  51. 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

    52.

  52. Socio-cultural developments of women in science

    Mamlok-Naaman R. (2021), Pure and Applied Chemistry. 93, 8, p. 907-912

    53.

    2020

  53. 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

    54.

  54. 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. 18, SUPPL 1, p. 1-7

    55.

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

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

    56.

  56. 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

    57.

  57. 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

    58.

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

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

    59.

  59. 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).

    60.

  60. 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

    61.

  61. 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

    62.

  62. 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

    63.

  63. 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

    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. 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

    66.

    2019

  66. 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

    67.

  67. Effectiveness of Teaching Science by Drama

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

    68.

  68. 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

    69.

  69. 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

    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. (2019), Mobile Technologies in Educational Organizations. p. 117-140

    71.

  71. 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

    72.

  72. 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

    73.

  73. 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

    74.

  74. 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

    75.

  75. 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

    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. Teaching chemistry through contemporary research versus using a historical approach

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

    78.

  78. 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

    79.

  79. 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

    80.

    2018

  80. 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

    81.

  81. Professional development of chemistry teachers: theory and practice

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

    82.

  82. 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)

    83.

  83. 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

    84.

  84. 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

    85.

  85. 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

    86.

  86. 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

    87.

    2017

  87. 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

    88.

  88. Curriculum Development in Science Education

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

    89.

  89. 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

    90.

  90. 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

    91.

  91. 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

    92.

  92. 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

    93.

  93. 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

    94.

  94. 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

    95.

  95. 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

    96.

  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. The Role of Laboratory in Science Teaching and Learning

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

    98.

  98. Learning science through a historical approach

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

    99.

  99. Curriculum Implementation in Science Education

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

    100.

    2016

  100. 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

    101.

  101. 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

    102.

  102. 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

    103.

  103. 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

    104.

  104. 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

    105.

  105. 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

    106.

  106. Online Nanoeducation Resources

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

    107.

  107. 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

    108.

  108. 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

    109.

  109. 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

    110.

    2015

  110. 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

    111.

  111. 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

    112.

  112. 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

    113.

  113. 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

    114.

  114. 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

    115.

  115. 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

    116.

  116. 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

    117.

  117. 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

    118.

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

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

    119.

  119. 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

    120.

  120. 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

    121.

  121. 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

    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. 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

    124.

    2014

  124. 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

    125.

  125. 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

    126.

  126. 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)

    127.

  127. 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

    128.

  128. 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

    129.

    2013

  129. 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

    130.

  130. 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

    131.

  131. 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

    132.

  132. 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

    133.

  133. 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

    134.

  134. 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)

    135.

  135. 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

    136.

    2012

  136. 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

    137.

  137. 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

    138.

  138. Laboratory activities in Israel

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

    139.

  139. 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

    140.

  140. 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

    141.

  141. 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

    142.

    2011

  142. 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

    143.

  143. 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

    144.

  144. 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

    145.

  145. 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

    146.

    2010

  146. 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

    147.

  147. 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

    148.

  148. 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

    149.

  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.

  150. 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

    151.

    2009

  151. 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

    152.

    2008

  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. 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

    154.

  154. The return of the black box

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

    155.

  155. 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

    156.

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

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

    157.

  157. 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

    158.

    2007

  158. 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

    159.

  159. 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

    160.

  160. INQUIRING THE INQUIRY LABORATORY IN HIGH SCHOOL

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

    161.

  161. 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

    162.

    2006

  162. 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

    163.

  163. 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

    164.

  164. 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

    165.

    2005

  165. 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

    166.

  166. 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

    167.

  167. 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

    168.

    2004

  168. 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

    169.

  169. 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

    170.

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

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

    171.

    1999

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

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

    172.

    1997

  172. 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

    173.

  173. 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

    174.

    1995

  174. 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

    175.

    1994

  175. 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

    176.

    1993

  176. 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

    177.

    1991

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

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

    178.

    1986

  178. Is an atom of copper malleable?

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

    179.

  179. Features of a quality curriculum for school science

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

    180.

  180. 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

    181.

  181. 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

    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.

    1982

  185. 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

    186.

  186. The Role of the Laboratory in Science Teaching: Neglected Aspects of Research

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

    187.

    1980

  187. 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

    188.

    1978

  188. 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

    189.

    1976

  189. 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

    190.

  190. 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

    191.