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.
Papers
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.
https://doi.org/10.1080/09650792.2017.1358198
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: https://doi.org/10.1515/cti-2019-0016
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. https://doi.org/10.1080/09500693.2021.1894500
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.