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Rachel Mamlok-Naaman
Rachel Mamlok-Naaman
PhD, Scientist, Researcher in Chemistry and Science education, Weizmann Institute of science
Verified email at weizmann.ac.il - Homepage
Title
Cited by
Cited by
Year
The laboratory in science education: the state of the art
A Hofstein, R Mamlok-Naaman
Chemistry education research and practice 8 (2), 105-107, 2007
25032007
Inquiry in science education: International perspectives
F Abd‐El‐Khalick, S Boujaoude, R Duschl, NG Lederman, ...
Science education 88 (3), 397-419, 2004
14192004
Design‐based science and student learning
D Fortus, RC Dershimer, J Krajcik, RW Marx, R Mamlok‐Naaman
Journal of Research in Science Teaching 41 (10), 1081-1110, 2004
7142004
Developing students' ability to ask more and better questions resulting from inquiry‐type chemistry laboratories
A Hofstein, O Navon, M Kipnis, R Mamlok‐Naaman
Journal of research in science teaching 42 (7), 791-806, 2005
6722005
The meaning of ‘relevance’in science education and its implications for the science curriculum
M Stuckey, A Hofstein, R Mamlok-Naaman, I Eilks
Studies in Science Education 49 (1), 1-34, 2013
6612013
Design‐based science and real‐world problem‐solving
D Fortus, J Krajcik, RC Dershimer, RW Marx, R Mamlok‐Naaman
International Journal of Science Education 27 (7), 855-879, 2005
5002005
Argumentation in the chemistry laboratory: Inquiry and confirmatory experiments
D Katchevich, A Hofstein, R Mamlok-Naaman
Research in science education 43, 317-345, 2013
2272013
Teaching and learning the concept of chemical bonding
T Levy Nahum, R Mamlok‐Naaman, A Hofstein, KS Taber
Studies in Science Education 46 (2), 179-207, 2010
2062010
Developing a new teaching approach for the chemical bonding concept aligned with current scientific and pedagogical knowledge
TL Nahum, R Mamlok‐Naaman, A Hofstein, J Krajcik
Science Education 91 (4), 579-603, 2007
1782007
CAN FINAL EXAMINATIONS AMPLIFY STUDENTS’MISCONCEPTIONS IN CHEMISTRY?
TL Nahum, A Hofstein, R Mamlok-Naaman, BARDOV Ziva
Chemistry Education Research and Practice 5 (3), 301-325, 2004
1622004
Examining teachers’ instructional moves aimed at developing students’ ideas and questions in learner-centered science classrooms
CJ Harris, RS Phillips, WR Penuel
Journal of Science Teacher Education 23 (7), 769-788, 2012
1562012
High-school students’ attitudes toward and interest in learning chemistry
A Hofstein, R Mamlok-Naaman
Educación química 22 (2), 90-102, 2011
1442011
High-school students’ attitudes toward and interest in learning chemistry
A Hofstein, R Mamlok-Naaman
Educación química 22 (2), 90-102, 2011
1442011
Understanding electrochemistry concepts using the predict-observe-explain strategy
S Karamustafaoğlu, R Mamlok-Naaman
Eurasia Journal of Mathematics, Science and Technology Education 11 (5), 923-936, 2015
1202015
High-school chemistry teaching through environmentally oriented curricula
D Mandler, R Mamlok-Naaman, R Blonder, M Yayon, A Hofstein
Chemistry Education Research and Practice 13 (2), 80-92, 2012
1192012
Action research in science education–an analytical review of the literature
I Laudonia, R Mamlok-Naaman, S Abels, I Eilks
Educational action research 26 (3), 480-495, 2018
1142018
An international collaborative investigation of beginning seventh grade students' understandings of scientific inquiry: Establishing a baseline
J Lederman, N Lederman, S Bartels, J Jimenez, M Akubo, S Aly, C Bao, ...
Journal of Research in Science Teaching 56 (4), 486-515, 2019
1082019
Evidence for teachers’ change while participating in a continuous professional development programme and implementing the inquiry approach in the chemistry laboratory
D Taitelbaum, R Mamlok‐Naaman, M Carmeli, A Hofstein
Routledge 30 (5), 593-617, 2008
1072008
Developing epistemologically empowered teachers: Examining the role of philosophy of chemistry in teacher education
S Erduran, AA Bravo, RM Naaman
Science & Education 16, 975-989, 2007
942007
Relevant chemistry education
I Eilks, A Hofstein
Rotterdam: Sense, 2015
862015
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