רחל ממלוק-נעמן
פרסומים > מאמרים נבחרים מכתבי עת אקדמיים

ממלוק, ר., הופשטיין, א., בן-צבי, ר., כרמלי, מ. (1995). הפעלת תוכנית לימודים בכימיה בגליל: מודל להסבת מורים מהוראת מקצוע אחד להוראת מקצוע אחר. הלכה למעשה, 10, 153–172.
ממלוק, ר., קצביץ, ד., לאונוב, א., בן-צבי, ר. (1999). שיטות הוראה ודרכי הערכה חלופיות במסגרת תוכנית מוט"ב. הלכה למעשה, 14, 130–151.
Mamlok-Naaman, R., Ben-Zvi, R., Hofstein, A., Menis, J., & Erduran, S. (2005). Influencing Students' Attitudes towards Science by exposing them to a Historical Approach. International Journal of Science and Mathematics Education, 3(3), 485–507.
Erduran, S., Aduriz-Bravo, A., & Mamlok-Naaman, R. (2007). Developing Epistemologically Empowered Teachers: Examining the Role of Philosophy of Chemistry in Teacher Education. Science & Education, 16, 975–989.
Mamlok-Naaman, R., Hofstein, A. & Penick, J. (2007). Involving Teachers in the STS Curricular Process: A Long-Term Intensive Support Framework for Science Teachers. Journal of Science Teachers Education, 18(4), 497–524.
Taitelbaum, D., Mamlok-Naaman, R., Carmeli, M., & Hofstein, A. (2008). Evidence-based Continuous Professional Development (CPD) in the Inquiry Chemistry Laboratory (ICL). International Journal of Science Education, 30(5), 593–617.
Levy Nahum, T., Mamlok-Naaman, R., Hofstein, A., & Taber, K. (2010). Teaching and Learning the Concept of chemical bonding. Research Studies Review, 46(2), 179–207.
Mamlok-Namman, R., Blonder, R. & Hofstein, A. (2010). Providing chemistry teachers with opportunities to enhance their knowledge in contemporary scientific areas: A three-stage model. Chemistry Education: Research and Practice in Europe, 11, 241–252.
Dkeidek, I., Mamlok-Namman, R. & Hofstein, A. (2011). Effect of culture on high-school students' question-asking ability resulting from an inquiry-oriented chemistry laboratory. International Journal of Science and Mathematics Education, 9, (6), 1305–1331.
Mamlok-Naaman, R. & Barnea, N. (2012). Laboratory activities in Israel. Eurasia Journal of Mathematics, Science & Technology Education, 8(1), 49–57.
Mamlok-Naaman, R. & Eilks, I. (2012). Different Types of Action Research to Promote Chemistry Teachers' Professional Development – A Joint Theoreticalreflection on Two Cases from Israel and Germany. International Journal of Science and Mathematics Education, 10, 581–610.
Yayon, M., Mamlok-Naaman, R., & Fortus, D. (2012). Characterizing and representing students' canonical knowledge of Chemical Bonding. Chemistry Education: Research and Practice in Europe, 13, 248–267. Kat
Katchevich, D., Hofstein, A., & Mamlok-Naaman, R. (2013). Argumentation in the Chemistry Laboratory: Inquiry and Confirmatory Experiments. Research in ScienceStuckey, M., Hofstein, A., Education, 43(1), 317-345.37.
Mamlok-Naaman, R., & Eilks, I. (2013). The meaning of ‘relevance’ in science education and its implications for the science curriculum. Studies in Science Education, 49(1), 1–34.
Laudonia, I., Mamlok-Naaman, R., Abels, S., & Eilks, I. (2017). Action research in science education – An analytical review of the literature. Educational Action Research, 26(3), 480–495.
Chiu, M., Mamlok-Naaman, R., & Apotheker, J. (2019). Identifying systems thinking components in the school science curricular standards of four countries. Journal of Chemical Education, 96(12), 2814–2824.
Mamlok-Naaman, R., & Taitelbaum, D. (2019). The Influences of Global Trends in Teaching and Learning Chemistry on the Chemistry Curriculum in Israel. Israel Journal of Chemistry, 59, 1–11.
Blonder, R., & Mamlok-Naaman, R. (2019). Teaching Chemistry through Contemporary Research versus Using a Historical Approach. Chemistry Teacher International (CTI), open-access, 20180011.