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מאמרים אקדמיים שפרסמנו

Peleg, R., Yayon, M., Katchevich, D., Mamlok-Naaman, R., Fortus, D., Eilks, I. and Hofstein, A. (2017). Teachers’ views on implementing storytelling as a way to motivate inquiry learning in high-school chemistry teaching. Chemistry Education Research and Practice.

 

Heinz, J., Enghag, M.,  Stuchlikova, I., Cakmakci, G., Peleg, R., & Baram-Tsabai, A. (2016). Impact of initiatives to implement science inquiry – a comparative study of the Turkish, Israeli, Swedish and Czech science education systems. Cultural Studies in Science Education.

 

Peleg, R., & Baram-Tsabari, A. (2016).  Understanding producers’ intentions and viewers’ learning outcomes in a science museum theater play on Evolution. Research in Science Education, 46(5), 715-741.

 

Peleg, R., Katchevich, D., Yayon, M., Mamlok-Naaman, R., Dittmar, J., & Ingo Eilks (2015). Inquiry learning with mysteries: The TEMI project and the Magic Sand. Science in School, 32, 37-40.

 

Bamberger, Y. (2014). Encouraging girls into science and technology with feminine role model:  Does this work? Journal of Science Education and Technology, 23(4), 549-561.

 

Bamberger, Y., & Cahill, C. (2013). Teaching design in middle-school: instructors' concerns and scaffolding strategies. Journal of Science Education and Technology, 22(2), 171-185.

 

Bamberger, Y., & Davis, E. (2013). Middle-school science students' scientific modelling performances across content areas and within a learning progression. International Journal of Science Education,35(2), 213-238.

 

Hagay, G., Peleg, R., Laslo, E., & Baram-Tsabari, A. (2013). Nature or nurture? A lesson incorporating students’ interests in a high-school biology class. Journal of Biological Education, 47(2), 117-122.

 

Bamberger, Y., & Krajcik, J. (2012). Integrating nanoscale science and technology ideas into classrooms: science teachers’ perceptions. Electronic Journal of Science Education, 16(1). 1-20.

 

Hagay, G., Baram-Tsabari, A., & Peleg, R. (2012). The co-authored curriculum: High-school teachers’ reasons for including students’ extra-curricular interests in their teaching. International Journal of Science and Mathematics Education, 11(2), 407-431.

 

Peleg, R., & Baram-Tsabari, A. (2011). Atom surprise: Using theatre in primary science education. Journal of Science Education and Technology, 20(5), 508-524.

 

Bamberger, Y., Cahill, C., Hagerty, J., Short, H., & Karjcik, J. (2010). Learning science by doing design: how can it work at the middle school level? Journal of Education, Informatics and Cybernetics, 2 (2), 41-46.

 

Bamberger, Y. (2009). Types of interactions in science museums class visits. In: E. Luzzatto & G. DiMarco (Eds.), Collaborative learning: methodology, types of interactions and techniques. (pp. 281-300). New York, NY: Nova Science Publishers. 

 

Bamberger, Y., & Tal, T. (2009). The learning environment of natural history museums: multiple ways to capture students' views. Learning Environments Research, 12(2), 115-129.

 

Bamberger, Y., & Tal, T. (2008). An experience for the lifelong journey: the long term effect of a class visit to a science center. Visitor Studies, 11(2), 198-212.

 

Bamberger, Y., & Tal, T. (2008). Multiple outcomes of class visits to natural history museums: the students’ view. Journal of Science Education and Technology, 17(3), 274-284.

 

Bamberger, Y., & Tal, T. (2007). Learning in a personal context: levels of choice in a free-choice learning environment in science and natural history museums. Science Education, 91(1), 75-95.

 

Tal, R.T., Bamberger, Y., & Morag, O. (2005). Guided school visits to natural history museums in Israel: teachers' roles. Science Education, 89(6), 920-935.