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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
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"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
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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
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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
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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
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Amplifying Informal Science Learning: Rethinking Research, Design, and Engagement
Diamond J. & Rosenfeld S. (2023)
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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
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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
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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
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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
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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
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Identifying self-regulated learning in chemistry classes - A good practice report
Feldman-Maggor Y. (2023), Chemistry Teacher International. 5, 2, p. 203-211
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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
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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
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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
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"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
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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
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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
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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
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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
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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
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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
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The European Chemical Societys Division of Chemical Education
Mamlok-Naaman R. (2021), STEM education, 138, p. 13-15
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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
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Women in science
Mamlok-Naaman R. (2021), The Israel Chemist and Chemical Engineer. 8, p. 25-29
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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
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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
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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
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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
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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
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Scientists suggest insertion of nanoscience and technology into middle school physics
Yonai E. & Blonder R. (2020), Physical Review Physics Education Research. 16, 1, 010110
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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 -
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
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Exposing School Students to Nanoscience: A Review of Published Programs
Blonder R. & Yonai E. (2020), 21st century nanoscience: a handbook. (Nanophysics sourcebook).
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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).
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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
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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
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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
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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
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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
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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
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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
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Effectiveness of Teaching Science by Drama
Najami N., Hugerat M., Khalil K. & Hofstein A. (2019), Creative education. 10, 1, p. 97-110
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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
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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
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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
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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
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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
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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 -
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
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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
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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
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Teaching chemistry through contemporary research versus using a historical approach
Ron B. & Rachel M. (2019), Chemistry Teacher International. 2, 1
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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
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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
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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
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Professional development of chemistry teachers: theory and practice
Mamlok-Naaman R., Eilks I., Bodner G. & Hofstein A. (2018)
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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)
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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
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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
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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
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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
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Curriculum Development in Science Education
Eilks I. & Hofstein A. (2017), Science Education. Akpan B. & Taber K. S. (eds.). Rotterdam p. 169-181
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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
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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
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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 -
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
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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
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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
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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
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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
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The Role of Laboratory in Science Teaching and Learning
Hofstein A. (2017), Science Education. Ben A. & Keith S. T. (eds.). p. 357-368
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Learning science through a historical approach
Mamlok-Naaman R. (2017), Educació Química: EduQ. 23, 1, p. 9-14, 3
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Curriculum Implementation in Science Education
Mamlok-Naaman R. (2017), Science Education. Akpan B. & Taber K. S. (eds.). Rotterdam p. 199-210
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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
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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
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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 -
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
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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
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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
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Online Nanoeducation Resources
Cohen S., Blonder R., Rap S. & Barokas J. (2016), Global Perspectives of Nanoscience and Engineering Education. p. 171-194
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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"Chemistry of tomorrow" should be part of the school chemistry of today
Blonder R. (2015), EC2E2N Newsletter. 16, 1
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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
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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
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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
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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
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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
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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)
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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
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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
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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
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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
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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)
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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
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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
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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
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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
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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
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Laboratory activities in Israel
Mamlok-Naaman R. & Barnea N. (2012), Eurasia Journal Of Mathematics Science And Technology Education. 8, 1, p. 49-57
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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
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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
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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
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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
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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
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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 Curies Nobel Prize in Chemistry. Treagust D. F., Chiu M. -. & Gilmer P. J. (eds.). Rotterdam p. 119-139
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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The return of the black box
Yayon M. & Scherz Z. (2008), Journal of Chemical Education. 85, 4, p. 541-543
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Scientific-chemical viewpoints regarding smoking: A science laboratory for all
Blonder R. (2008), Journal of Chemical Education. 85, 2, p. 248-250
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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
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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
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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
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INQUIRING THE INQUIRY LABORATORY IN HIGH SCHOOL
Kipnis M. & Hofstein A. (2007), Contributions From Science Education Research. p. 297-306
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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The Laboratory in Science Education: Foundations for the Twenty-First Century
Hofstein A. & Lunetta V. N. (2004), Science Education. 88, 1, p. 28-54
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שיטות הוראה ודרכי הערכה חלופיות במסגרת תכנית מוט"ב
ממלוק ר., קצביץ ד., לאונוב א. & בן-צבי ר. (1999), הלכה למעשה. 14
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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
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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
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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
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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
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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
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The measurement of students' attitudes towards scientific field trips
Orion N. & Hofstein A. (1991), Science Education. 75, 5, p. 513-523
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Is an atom of copper malleable?
BENZVI R., Eylon B. S. & SILBERSTEIN J. (1986), Journal of Chemical Education. 63, 1, p. 64-66
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Features of a quality curriculum for school science
YAGER R. & Hofstein A. (1986), Journal of Curriculum Studies. 18, 2, p. 133-146
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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
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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
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Defining enlarged boundaries for school science
YAGER R. & Hofstein A. (1985), European Journal of Science Education. 7, 4, p. 345-352
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Students preferences for industrial case studies
NAE H. & Hofstein A. (1985), Journal of Chemical Education. 62, 3, p. 198
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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
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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
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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
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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
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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
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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
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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