Course Identification

Introduction to issues in science education

Lecturers and Teaching Assistants

Dr. Rachel Mamlok-Naaman, Dr. Veronica Starkov

Course Schedule and Location

First Semester
Thursday, 11:15 - 12:45, Musher, Meeting Rm

Field of Study, Course Type and Credit Points

Science Teaching -Teaching Certificate: Lecture; Elective; Regular; 0.00 points







Language of Instruction


Attendance and participation

Required in at least 80% of the lectures

Grade Type

Numerical (out of 100)

Grade Breakdown (in %)


Evaluation Type


Scheduled date 1


Estimated Weekly Independent Workload (in hours)



The course objective is to provide an up-to-date overview of contemporary key issues in science education, including:

  1. New standards in science education
  2. Scientific literacy
  3. The laboratory in science education
  4. Using the internet in teaching science
  5. Outdoor learning environment
  6. Project based learning (PBL)
  7. Action research (8) Different strategies for professional development.

Learning Outcomes

Upon successful completion of this course students should be acquainted with the meaning and relevance of science education.

Reading List

A Book

Eilks, I., &  Hofstein, A. (Eds.). Teaching Chemistry – A Studybook: A Practical Guide and Textbook for Student Teachers, Teacher Trainees and Teachers  (299-326). Sense Publishers.


Hofstein, A., Navon, O., Kipnis, M. & Mamlok-Naaman, R. (2005). Developing Students Ability to Ask More and Better Questions Resulting from Inquiry-Type Chemistry Laboratories. Journal of Research in Science Teaching, 42, 791-806.

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.

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.

Mamlok-Naaman, R. & Eilks, I. (2012). Different Types of Action Research to Promote Chemistry Teachers' Professional Development - A Joint Theoretical Reflection on Two Cases from Israel and Germany. International Journal of Science and Mathematics Education, 10, 581-610.

Katchevich, D., Hofstein, A., & Mamlok-Naaman, R. (2013). Argumentation in the Chemistry Laboratory:  Inquiry and Confirmatory Experiments. Research in Science Education, 43(1), 317-345.37.


Stuckey, M., Hofstein, A., 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.

Stuckey, M., Heering, P., Mamlok-Naaman, R., Hofstein, A., & Eilks, I.

(2015). The philosophical works of Ludwik Fleck and their potential meaning for teaching and learning science. Science & Education, 24(3), 281-298.

Peleg, R., Katchevich, D., Yayon, M., Mamlok-Naaman, R., DittmarJ., &

Eilks, J. (2015). The magic sand mystery. Science in School, 32, 37-40.

Peleg, R., Yayon, M., Katchevich, D., Mamlok-Naaman, R., Fortus, D., Eilks, I., & 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. doi:10.1039/C6RP00215C

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.

Mamlok-Naaman, R. (2017).  Learning science through a historical approach. Educació Química: EduQ, 23, 9-14. ISSN electrònic: 2013-1720.


Mamlok-Naaman, R. (2018). Using the Action Research rationale to enhance the creation of teachers’ professional learning communities (PLCs), ARISE, 1(1):27–32.


Lederman, J., et. al. (2018). An international collaborative investigation of

beginning seventh grade students' understandings of scientific inquiry: Establishing a baseline. JRST, DOI: 10.1002/tea.21512


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, 2814-2824.


Kortam, N., Hugerat, M., & Mamlok-Naaman, R. (2020). The story behind the discovery: integrating short historical stories in science teaching, Chemistry Teacher International (published online ahead of print), 20190016. doi:


Lederman, J. S., et. al. (2021). International collaborative follow-up investigation of graduating high school students’ understandings of the nature of scientific inquiry: is progress Being made? International Journal of Science Education.

Mamlok-Naaman, R., & Blonder, R. (2019). Teacher motivation. In: B. Akpan (Ed.). Science Education: Visions of the Future (321-333). Abuja, Nigeria.

Mamlok-Naaman, R., & Mandler, D. (2020). Education for Sustainable Development in High School through Inquiry-Type Socio-Scientific Issues. In: S. Obare, C. Middlecamp and J Peterman (Eds). Chemistry Education for a Sustainable Society) pp 69-78). ACS publication.