Research Group

(2005) - Characterizing the conception of inquiry of teachers teaching the Biomind curriculum.

(2008) - The Contribution of the Course & quot Teachers' community for educational and environmental leadership" to develop educators' environmental
literacy.

(2009) - Characterization of teachers' understanding of the essence of the inquiry process and the nature of science while experiencing an open inquiry task.

(2009) – Science and technology mini-museum at high school: the authentic learning environment for the development of scientific knowledge, self- efficacy and positive attitudes towards science among students (together with Dr. Ornit Spektor-Levy).

(2011) - Explicit instruction of the skill &quot Reading complex visual representations& quot: The impact on scientific knowledge, the implementation of the skill
and transfer among high school girls (together with Dr. Ornit Spektor-Levy).

(2012) - The impact of learning with laptops in 1:1 classes on the development of learning skills and information literacy among middle school students (together with Dr. Ornit Spektor-Levy).

(2012) - Implementing the new curriculum in chemistry:
achieving goals in developing the skills of reading a scientific text and difficulties of the experimental teachers (together with Dr. Zvia Fund).

(2013) - Dynamic inquiry performance, metacognitive
awareness and understanding of the nature of the science of teachers who experienced open inquiry process.

(2014) - The effect of system thinking on students’ comprehension of the biological fundamental principle - homeostasis.

(2016) - Contribution of metacognitive awareness and
collaborative learning to dynamic inquiry performances and student- teacher interactions as they reflected within online forums.

(2017) - Contribution of metacognitive support and collaborative learning to students'; inquiry performances within open inquiry-based learning.

(2017) - The contribution of the  'Intergenerational sustainability leadership'; project to the development of environmental literacy of the community.

(2018) - Attitudes of high school students who had experienced guided inquiry learning in comparison to students who had experienced the open inquiry learning regarding the nature of science and the nature of the inquiry process upon graduation and over time as adults.

(2018) - The effect of metacognitive guidance and collaborative learning on a motivational dialog between teacher and student during environmental studies.

(2018) - Characterization Types of Transitions Between Stages of Open Inquiry Process 'Bioinquiry'  and the Causes of Logical Connection Patterns in that Transition.

(2020) - The contribution of combined Health related Physical Fitness Knowledge (HPFK) training with physical education classes to the physical literacy of middle-aged girls.

(2021) – The Contribution of Metacognitive Support and
Collaborative Learning to Students’ Dynamic Inquiry Performances.

(2021) - The effect of integrating technology into physics
teaching on students’ achievements and self-efficacy (together with Dr. Iris
Schreiber).

The difference between zoom-based online vs. classroom lessonplan. performances in creativity and metacognition during COVID-19 pandemic.

The implications of SMART (Spaced-learning for Memory and Retention Teaching) - based teaching strategy on memory and creative scientificthinking.

Different approaches to teaching word problems: The impact of the teaching method on student's achievements, with regard to gender differences (together with Dr. Iris Schreiber).