Additional publications

Book Chapters

  1. Menis, J., Mamlok, R. & Hofstein, A. (1999). The development of science education in Israel. In: R. Globman and Y. Iram (Eds.). Development in Teaching: The Israeli Case (403-418). Tel-Aviv, Israel: Ramot (in Hebrew).
  2. Mamlok–Naaman, R., Navon, O., Carmeli, R. & Hofstein, A. (2004). A Follow-up Study of an Action Research Workshop. In: B. Ralle and I. Eilks (Eds). Quality in Practice-oriented Research in Science Education, Proceedings of the 17th Symposium on Chemical Education (63-72). Shaker Verlag, Aachen, Germany.
  3. Mamlok-Naaman, R., Fortus, D., Dershimer, R.C., Krajcik, J., & Marx, R.W. (2005). How do I design a cellular phone that is safer to use? In: P. Nentwig and D. Waddington (Eds.). Making it Relevant: Context-based Learning of Science (215-241). Munster / New York / Munchen / Berlin: Waxmann.
  4. Mamlok-Naaman, R., Navon, O., Carmeli, M., & Hofstein, A. (2005). Chemistry teachers research their own work two case studies. In: K. M. Boersma, O. de Jong & H. Eijkelhof (Eds.). Research and the Quality of Science Education (141-156). Germany: Springer.
  5. Hofstein, A., Mamlok, R., & Rosenberg, O. (2006). Varying instructional methods and students assessment methods in high school chemistry. In: M. McMahon, P. Simmons, R. Sommers, D. DeBaets & F. Crawley (Eds.). Assessment in Science (139-148). Arlington, Virginia: NSTA press.
  6. Krajcik, J., & Mamlok-Naaman, R. (alphabetical order). (2006). Using driving questions to motivate and sustain student interest in learning science. In: K. Tobin (Ed.). Teaching and Learning Science: A Handbook (317-327). Praeger, Westport, Connecticut, London.
  7. Mamlok–Naaman, R., Taitelbaum, D., Carmeli, M., & Hofstein, A. (2006). A Model of Professional Development of Chemistry Teachers. In: I. Eilks and I. Eilks (Eds.). Towards Research-based Science Teacher Education, Proceedings of the 18th Symposium on Chemical Education (112-123). Shaker Verlag, Aachen, Germany.
  8. Mamlok-Naaman, R. (2007). "Science and technology for all" – an Israeli curriculum based on new standards in science education. In: D. Waddington, P. Nentwig, & S. Schanze (Eds.). Standards in Science Education (199-220). Munster / New York / Munchen / Berlin: Waxmann.
  9. Dass, P., Hofstein, A., Mamlok R., Dawkins, K. & Penick, J. (2008). Action research as professional development of science teachers. In: I. V. Erikson (Ed). Science Education in the 21st Century (205-240). New York: NOVA Publishers, Inc.
  10. Hofstein, A., Eylon, B., Bagno, E.. Rosenfeld, S., Schwarz, Z., Carmeli M., & Mamlok-Naaman, R. (Reviewers). (2008). The Pathway to High Qaulity Science Teaching. Published by Ellinogermaniki Agogi (Editors: Dr. Sofoklis Sotiriou, Ellinogermaniki Agogi Prof. Dr. Franz X. Bogner, University of Bayreuth).
  11. Hofstein, A. & Mamlok-Naaman, R. (2008). Learning and Teaching in inquiry-type chemistry laboratories. In: B. Ralle and I. Eilks (Eds). Promoting Successful Science Education – The Worth of Science Education Research (47-61). Shaker Verlag, Aachen, Germany
  12. Kask, K., Rannikmae, M. & Mamlok-Naaman, R. (2009). A paradigm shift in science teaching - teacher development for inquiry teaching. In: J. Holbrook, M. Rannikmae, P. Reiska, and P. Ilsley (Eds.). The Need for a Paradigm Shift in Science Education for Post-Soviet Societies, Research and Practice (Estonian example) (47-66). Germany: Peter Lang Publishing Group.
  13. Mamlok-Naaman, R., Blonder, R., & Hofstein, A. (2010). Providing chemistry teachers with contemporary scientific activities: A three-stage model. In: I. Eilks and B. Ralle (Eds). Contemporary Science Education: Implications from Science Education Research for Orientation, Strategies and Assessment (123-134). Shaker Verlag, Aachen, Germany.
  14. Mamlok-Naaman, R.. Blonder, R., & Dori, Y. J. (2011). One hundred years of women in chemistry in the 20th century: Sociocultural developments of women's status. In: M.H. Chiu, P. J. Gilmer, & D. F. Treagust (Eds.). Celebrating the 100th Anniversary of Madam Maria Sklodowska Curie’s Nobel Prize in Chemistry (119-139). The Netherlands: Sense Publishers.
  15. Mamlok-Naaman, R., Franz R., Markic, S., & Fernandez, C. (2013). How to keep myself being a professional chemistry teacher? In: I. Eilks, & A. Hofstein (Eds.). Teaching Chemistry – A Studybook: A Practical Guide and Textbook for Student Teachers, Teacher Trainees and Teachers (269-298). Sense Publishers.
  16. Fernandez, C., Holbrook, J., Mamlok-Naaman, R., & Coll, R. K. (2013). How to teach science in emerging and developing environments? In: I. Eilks, & A. Hofstein (Eds.). Teaching Chemistry – A Studybook: A Practical Guide and Textbook for Student Teachers, Teacher Trainees and Teachers (299-326). Sense Publishers.
  17. Levy Nahum, T., Mamlok-Naaman, R., & Hofstein, A. (2013).Chemical structure and bonding. In G. Tsaparlis & H. Sevian (Eds.). Concepts of Matter in Science Education (373-390). Springer publishers.
  18. Mamlok-Naaman, R. (2013). Action research, in T. Stern, A. Townsend, F. Rauch & A. Schuster (Eds.). Action Research, Innovation and Change (177-190). Routledge, Taylor & Francis Group, London and New York.
  19. Mamlok-Naaman, R. (2014). A reform in Science Education in Tanzania. Science Education Research and Education for Sustainable Development (ESD). 22nd Symposium on Chemical and Science Education (19-21). University of Bremen, June 2014, Bremen, Germany.
  20. Mamlok-Naaman, R., Abels, S., & Markic, S. (2015). Learning about relevance concerning cultural and gender differences in chemistry education. In: I. Eilks, & A. Hofstein (Eds.). Relevant Chemistry Education, from Theory to Practice (219-240). Sense Publishers.
  21. Mamlok-Naaman, R., Katchevich, D., Yayon, M., Burmeister, M., Feierabend, T., & Eilks, I. (2015). Learning about sustainable development in socio-scientific issues-based chemistry lessons on fuels and bio-plastics. In: V. Zuin and L. Mammino (Eds.). Worldwide Trends in Green Chemistry Education (45-60). Royal Society of Chemistry, Cambridge, 978-1-84973-949-8: RCS press.
  22. Mamlok-Naaman, R., Katchevich, D., & Hofstein, A. (2016). Professional development of science high school teachers in Israel. In: MH Chiu (Ed.). Science Education Research and Practice in Asia- Challenges and Opportunities (491-516). Springer publishers
  23. Hugerat, M., Mamlok-Naaman, R., Eilks, I., Hofstein, A. (2015). Professional development of chemistry teachers for relevant chemistry education. Relevant Chemistry Education: From Theory to Practice. 369-386.
  24. Mamlok-Naaman, R., Katchevich, D., & Hofstein, A. (2016). Professional development of science high school teachers in Israel. In: MH Chiu (Ed.). Science Education Research and Practice in Asia- Challenges and Opportunities (491-516). Springer publishers.
  25. Mamlok-Naaman, R. (2016).  Curriculum Implementation in Science Education. In K. S. Taber and B. Akpan (Eds.). Science Education, An International Course Companion. Sense Publishers, Rotterdam/Boston/Taipei, 199-210.
  26. Mamlok-Naaman, R. (2018). Teachers' Professional Learning Communities (PLCs): Towards Adapting a Transformative Pedagogy to Teaching. In: I. Eilks, S. Markic and B. Ralle (Eds.). Building bridges across disciplines (173-182). Shaker, Aachen, Germany.
  27. Hofstein, A., Katchevich, D., & Mamlok-Naaman, R. (2019). The development of argumentation skills in the chemistry laboratory. In: S. Erduran (Ed.). Argumentation in Chemistry Education: Research, Policy and Practice (173-196). Cambridge: RSC Publications.
  28. 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. ACS publication.

Books

Mamlok-Naaman, R., Eilks, I., Bodner, A., & Hofstein, A. (2018). Professional Development of Chemistry Teachers. Cambridge: RSC Publications.

Papers in Refereed Selected Proceedings

  1. Ben-Zvi, R., Silberstein, J., & Mamlok, R. (1989). Marco-Micro Relationship, A key to the World of Chemistry. Conference on Relating Macroscopic Phenomena to Microscopic Particles, 182-197. Utrecht, The Netherlands.
  2. Nussbaum, J., & Mamlok, R. (1993). Biology and Human Values. Teacher Training and Values Education, Selected Papers from the 18th Annual Conference of the Association for Teacher Education in Europe (ATEE), 385-395. Lisbon, Portugal.
  3. Mamlok, R. (1994). How to Enrich Chemistry Studies in High School? 13th ICCE International Conference on Chemical Education, 221-225. San Juan, Puerto Rico.
  4. Mamlok, R., & Ben-Zvi, R. (1995). Science: An Ever-Developing Entity - A Model within a "Sceince for All" Program. Third International History, Philosophy, and Science Teaching Conference, 699-704. Minneapolis, Minnesota.
  5. Ben-Zvi, R., Mamlok, R. & Silberstein, J. (1996). Fostering the Understanding of Chemical Equilibrium via A Thermodynamic Model. 14th ICCE International Conference on Chemical Education, 125-132. Brisbane, Australia.
  6. Mamlok, R., Dershimer, C., Fortus, D., Krajcik, J., & Marx, R. (2001). Learning Science by Designing Artifacts (LSDA) - A Case Study of the Development of a Design-Based Science Curriculum. 2001 NARST Annual Meeting, Liberating Minds Through Disciplined Inquiry; Liberating Inquiry Through Disciplined Minds. St. Louis, Missouri, USA.
  7. Mamlok, R., Hofstein, A., Ben-Zvi, R., Ernst, N., & Cohen, D. (2001). The Development and Implementation of “Science and Technology for All” in Israel. Proceedings of the 1st IOSTE (International Organization on Science and Technology Education) in Southern Europe, 48-54. Paralimni, Cyprus.
  8. Mamlok–Naaman, R. (2006). What are the reasons for choosing not to study science? Science and Technology Literacy in the 21st Century, Proceedings of the Joint American – European and South American Symposium (NAESA) (106-118). University of Cyprus, Cyprus.

Items in Encyclopedia Chapters

Mamlok, R. (1992). Chemistry. In: D., Tesler (Ed.). Encyclopedie Larousse des Jeunes Librairie Larousse (in Hebrew). 8, 53-59.

Mamlok, R. (1998). Different items in Chemistry. In: Y. Ben-Dov (Ed.). Aviv Chadash (in Hebrew).

 

Textbooks and Internet Sites in Hebrew

1. Mamlok, R. (1990). A Guide for a Trip to an Industrial Plant. Rehovot, Israel: The Weizmann Institute of Science.

2. Mamlok, R. (1996). Science: An Ever-Developing Entity. Rehovot, Israel: The Weizmann Institute of Science.

3. Mamlok, R. (1996). Science: An Ever-Developing Entity, Teachers’ Guide. Rehovot, Israel: The Weizmann Institute of Science.

4. Mamlok-Naaman, R. (coordinator).(2002). Chemistry in the Tunnel of Time. http://stwww.weizmann.ac.il/chemcenter/al-chem.asp

5. Mamlok-Naaman, R. (coordinator).(2002). Chemistry in the Tunnel of Time, Teachers’ Guide. Rehovot, Israel: The Weizmann Institute of Science.

6. Mamlok-Naaman, R. (2001-2010) (Pedagogical advisor). The website of the National Center for Chemistry Teachers: http://stwww.weizmann.ac.il/chemcenter/al-chem.asp

7. Mamlok-Naaman, R. (2001-2010) (Pedagogical advisor). Learning materials which were developed in the framework of the, at the Weizmann Institute of Science. The materials are located on the website of the National Center of Chemistry Teachers:

http://stwww.weizmann.ac.il/chemcenter/al-chem.asp

8. Mamlok-Naaman, R. (coordinator and pedagogical advisor).(2006). Chemistry… Is Among Us. Rehovot, Israel: The Weizmann Institute of Science.

9. Mamlok-Naaman, R. (coordinator and pedagogical advisor).(2006). Relations and interactions in the material world. Rehovot, Israel: The Weizmann Institute of Science.

10. Mamlok-Naaman, R. (pedagogical advisor).(2006). Chemistry and the Environment. Rehovot, Israel: The Weizmann Institute of Science.

 

Additional Learning Materials

Mamlok-Naaman, R., Taitelbaum, D., Carmeli, M. & Hofstein, A. (2006). Inquiry in the chemistry laboratory. In: Continuing Professional Development through Portfolios of Evidence – Accomplished Science Teaching in Six Domains. Gatsby technical education projects, London.

Mamlok-Naaman, R., Blonder, R. & Hofstein, A. (2008). Six modules (in Hebrew), developed during the process of PARSEL (Popularity and Relevance in Science Education Literacy), a project which was conducted between September 2007 and April 2008, in the framework of the EU FP6. Foolowing is its website address:

http://stwww.weizmann.ac.il/g%2Dchem/parsel/

 

PROFILES

(Professional Reflection-Oriented Focus on Inquiry-based Learning and Education through Science, A project in the framework of EU)

Book chapters

Bolte, C., A. Hofstein, J. Holbrook, R. Mamlok-Naaman, M. Rannikmae, F. Rauch, S. Streller (2011). PROFILES: Professional Reflection-Oriented Focus on Inquiry-based Learning and Education through Science. Proceedings of the Scientix Conference, Brussels, Belgium, May 2011.

Bolte, C., S. Streller, J. Holbrook, M. Rannikmae, R. Mamlok Naaman, A. Hofstein, F. Rauch (2011). PROFILES: Professional Reflection-Oriented Focus on Inquiry based Learning and Education through Science. Proceedings of the European Science Educational Research Association (ESERA), Lyon, France, September 2011. See: http://lsg.ucy.ac.cy/esera/e_book/base/ebook/strand5/ebook-esera2011_BOL... (2012-05-31)

Bolte, C., Streller, S., Holbrook, J., Rannikmae, M., Hofstein, A., Mamlok Naaman, R. & Rauch, F. (2012). Introduction into PROFILES - Professional Reflection-Oriented Focus on Inquiry-based Learning and Education through Science. Bolte, C., Holbrook, J., & Rauch, F. (2012; eds.). Inquiry-based Science Education in Europe: Reflections from the PROFILES Project. Berlin: Alpen-Adria-Universität Klagenfurt, 31-42.

Bolte, C., S. Streller, M. Rannikmae, J. Holbrook, A. Hofstein, R. Mamlok Naaman, F. Rauch (2012). PROFILES Projekt erfolgreich gestartet. S. Bernholt (Hg.), Konzepte fachdidaktischer Strukturierung für den Unterricht. Zur Didaktik der Physik und Chemie. Probleme und Perspektiven. Münster: Lit-Verlag. S. 589-591.

Bolte, C., Holbrook, J., Mamlok-Naaman, R., Rauch, F. (Eds.). (2014). Science Teachers‘ Continuous Professional Development in Europe. Case studies from the PROFILES project. Berlin: Freie Universität Berlin (Germany) / Klagenfurt: Alpen-Adria-Universität Klagenfurt (Austria). ISBN: 978-3-9816683-0-8

(online: http://ius.aau.at/profiles/files/PROFILES_book2.pdf)

Bolte, C., Streller, S., Rannikmae, M., Hofstein, A., Mamlok-Naaman, R., Rauch, F., & Dulle, M. (2014). Introduction: About PROFILES. In C. Bolte, J. Holbrook, R., Mamlok-Naaman, & F. Rauch, (Eds.), Science Teachers’ Continuous Professional Development in Europe. Case Studies from the PROFILES Project (pp. 4-15). Berlin: Freie Universität Berlin (Germany) / Klagenfurt: Alpen-Adria-Universität Klagenfurt (Austria).

Bolte, C., Schulte, T., Hofstein, A., Mamlok-Naaman, R., Holbrook, J., Rannikmae, M., Rauch, F., & Dulle, M. (2014). Summary and Outlook. In C. Bolte, J. Holbrook, R., Mamlok-Naaman, & F. Rauch, (Eds.), Science Teachers’ Continuous Professional Development in Europe. Case Studies from the PROFILES Project (pp. 279-285). Berlin: Freie Universität Berlin (Germany) / Klagenfurt: Alpen-Adria-Universität Klagenfurt (Austria).

Dittmar, J., Katchevich, D., Yayon, M., Mamlok-Naaman, R., & Eilks, I. (2014). TEMI: Teaching Enquiry by Mysteries Incorporated. C. Bolte & F. Rauch (Eds.), Enhancing inquiry-based science education and teachers’ continuous professional development in Europe: Insights and reflections on the PROFILES project and other projects funded by the European Commission (pp. 271-274). Berlin: FU Berlin.

Dittmar, J., Ostersehlt. D., Eilks, I., Katchevich, D., Yayon, M., Fortus, D., Peleg, R., Hofstein A., & Mamlok-Naaman, R. (2014). TEMI – Teaching Enquiry with Mysteries Incorporated. In C. Bolte & F. Rauch (Eds.), Enhancing inquiry-based science education and teachers’ continuous professional development in Europe: Insights and reflections on the PROFILES project and other projects funded by the European Commission (pp. 271-274). Berlin: Freie Universität Berlin (Germany) / Klagenfurt: Alpen-Adria-Universität Klagenfurt (Austria).

Eilks, I., Mamlok-Naaman, R., & Rauch, F. (2012). Action Research for Innovations and Continuous Professional Development (CPD) in Science Education. In C. Bolte, J. Holbrook, F. Rauch (Eds.), Inquiry-based science education in Europe: Reflections from the PROFILES project (pp. 207-211). Berlin: Freie Universität Berlin (Germany) / Klagenfurt: Alpen-Adria-Universität Klagenfurt (Austria).

Hofstein, A., Katevich, D., Mamlok-Naaman, R., Rauch. F. & Namsone, D. (2012). Teachers‘ Ownership: What is it and how is it developed? In C. Bolte, J. Holbrook, & F. Rauch (eds.). Inquiry-based Science Education in Europe: Reflections from the PROFILES Project. Berlin: Alpen-Adria-Universität Klagenfurt, 56-58.

Hofstein, A., & Mamlok-Naaman, R. (2014). Case Studies on PROFILES Teacher Training (CPD) and Ownership In Bolte, C., Holbrook, J., Mamlok-Naaman, R., Rauch, F. (Eds.). (Science Teachers‘ Continuous Professional Development in Europe. Case studies from the PROFILES project. Berlin: Freie Universität Berlin (Germany) / Klagenfurt: Alpen-Adria-Universität Klagenfurt (Austria). pp. 161-164.

Hofstein, A., & Mamlok-Naaman, R. (2014). From the PROFILES Continuous Professional Development Programme to the Development of a Sense of Ownership. In C. Bolte & F. Rauch (Eds.), Enhancing inquiry-based science education and teachers’ continuous professional development in Europe: Insights and reflections on the PROFILES project and other projects funded by the European Commission (pp. 44–48). Berlin: Freie Universität Berlin (Germany) / Klagenfurt: Alpen-Adria-Universität Klagenfurt (Austria).

Katchevich, D., Yayon, M., Mamlok-Naaman, R., & Hofstein, A. (2014). From a CPD Workshop to the Development of Self-efficacy and Ownership among PROFILES Teachers: The Israeli Experience. In Bolte, C., Holbrook, J., Mamlok-Naaman, R., Rauch, F. (Eds.). (Science Teachers‘ Continuous Professional Development in Europe. Case studies from the PROFILES project. Berlin: Freie Universität Berlin (Germany) / Klagenfurt: Alpen-Adria-Universität Klagenfurt (Austria). pp. 197-206.

Leyderman, S., Katchevich, D., Yayon, M., Mamlok-Naaman, R. & Hofstein, A. (2014). PROFILES Impact! Not Only CPD: From the CPD to the Class, From the Class to Chemistry Competitions. In C. Bolte & F. Rauch (Eds.), Enhancing inquiry-based science education and teachers’ continuous professional development in Europe: Insights and reflections on the PROFILES project and other projects funded by the European Commission (pp. 143–146). Berlin: Freie Universität Berlin (Germany) / Klagenfurt: Alpen-Adria-Universität Klagenfurt (Austria).

Mamlok-Naaman, R., & Eilks, I. (2012). Action research to promote chemistry teachers’ professional development – Cases and experiences from Israel and Germany. International Journal of Mathematics and Science Education, 10 (3), 581-610.

Presentations

Bolte, C., A. Hofstein, J. Holbrook, R. Mamlok-Naaman, M. Rannikmae, F. Rauch, S. Streller and the other PROFILES Consortium Members: The PROFILES Project – Overview. Poster Presentation at the Scientix Conference, Brussels, Belgium, May 2011.

Bolte, C., A. Hofstein, J. Holbrook, R. Mamlok-Naaman, M. Rannikmae, F. Rauch, S. Streller and the other PROFILES Consortium Members: The PROFILES Work Packages to shape a Professional Reflection-Oriented Focus on Inquiry-based Learning to promote Education through Science. Poster Presentation at the Scientix Conference, Brussels, Belgium, May 2011.

Bolte, C., A. Hofstein, J. Holbrook, R. Mamlok-Naaman, M. Rannikmae, F. Rauch, S. Streller and the other PROFILES Consortium Members: The PROFILES Learning Environments to shape a Professional Reflection-Oriented Focus on Inquiry-based Learning to promote Education through Science. Poster Presentation at the Scientix Conference, Brussels, Belgium, May 2011.

Bolte, C., A. Hofstein, J. Holbrook, R. Mamlok-Naaman, M. Rannikmae, F. Rauch, S. Streller and the other PROFILES Consortium Members: The PROFILES Learning Environments to shape a Professional Reflection-Oriented Focus on Inquiry-based Learning to promote Education through Science. Poster Presentation at the Scientix Conference, Brussels, Belgium, May 2011.

Bolte, C. Hofstein, A., Holbrook, J., Rannikmae, M., Naaman Mamlok, R., Rauch, F., Streller, S. PROFILES: Ein transeuropäisches Kooperations- und Interventionsprojekt. Poster im Rahmen der GDCP-Tagung in Oldenburg, September 2011.

Bolte, C., Streller, S., Rannikmae, M., Holbrook, J., Hofstein, A., Mamlok-Naaman, R., Rauch F. PROFILES: Professional Reflection-Oriented Focus on Inquiry-based Learning and Education through Science – Part I. Symposium at the ICCE Conference in Rome, July 2012.

Eilks, I., Mamlok-Naaman, R., & Rauch, F.: Action Research for Innovations and Continuous Professional Development (CPD) in Science Education. Workshop at the 1st International PROFILES Conference on Stakeholders Views regarding Inquiry Based Science Education. Berlin, Germany, September 2012.

Eilks, I., Stucky, M., Mamlok-Naaman, R., Hofstein, A.: Interpreting Ludwik Fleck to learn about the science-tosociety relationship in science education. Symposium presented at the 10th Conference of European Science Education Research Association (ESERA 2013) in Nicosia, Cyprus, 2-7 September 2013.

Holbrook, J., Rannikmäe, M., Bolte, C., Hofstein, A., Mamlok-Naaman, R., Rauch, F., Streller, S., Keinonen, T. PROFILES - Reflections on Motivational Science Education for 21st Century Scientific Literacy. Related Paper Symposium presented at the Annual Meeting of the National Association for the Research on Science Teaching, Puerto Rico, April 2013.

Katchevich, D., Yayon, M., Naaman Mamlok, R., Hofstein, A. PROFILES continuous professional development workshop of chemistry teachers: the Israeli experience. Presentation at the University of Valladolid, Spain, March 2013.

Katchevich, D., Yayon, M., Mamlok-Naaman, R., & Hofstein, A. (May 2014). Development of teachers' ownership regarding the project: The outcome of a CPD workshop. Presentation at the Annual International Conference on Education, Athens institute for education and research, Athens, Greece.

Mamlok-Naaman, R. (2013). Workshop about IBSE as reflected in PROFILES. Teachers' meeting in Tbilisi, Georgia.

Mamlok-Naaman, R. (2013). Integrating social aspects in chemistry education, as eflected in the PROFILES project. ICCE 2014, Toronto.

Yayon, M., Katchevich, D., Naaman Mamlok, R., Hofstein, A. PROFILES continuous professional development workshop of chemistry teachers: the Israeli experience. Presentation at 22nd International Conference on Chemistry Education / 11th European Conference on Research in Chemical Education - ICCE-ECRICE 2012. Rome, Italy, July 2012.