| The laboratory in science education: the state of the art A Hofstein, R Mamlok-Naaman Chemistry education research and practice 8 (2), 105-107, 2007 | 2565 | 2007 |
| Inquiry in science education: International perspectives F Abd‐El‐Khalick, S Boujaoude, R Duschl, NG Lederman, ... Science education 88 (3), 397-419, 2004 | 1475 | 2004 |
| Design‐based science and student learning D Fortus, RC Dershimer, J Krajcik, RW Marx, R Mamlok‐Naaman Journal of Research in Science Teaching 41 (10), 1081-1110, 2004 | 750 | 2004 |
| The meaning of ‘relevance’in science education and its implications for the science curriculum M Stuckey, A Hofstein, R Mamlok-Naaman, I Eilks Studies in Science Education 49 (1), 1-34, 2013 | 723 | 2013 |
| Developing students' ability to ask more and better questions resulting from inquiry‐type chemistry laboratories A Hofstein, O Navon, M Kipnis, R Mamlok‐Naaman Journal of research in science teaching 42 (7), 791-806, 2005 | 699 | 2005 |
| Design‐based science and real‐world problem‐solving D Fortus, J Krajcik, RC Dershimer, RW Marx, R Mamlok‐Naaman International Journal of Science Education 27 (7), 855-879, 2005 | 540 | 2005 |
| Argumentation in the chemistry laboratory: Inquiry and confirmatory experiments D Katchevich, A Hofstein, R Mamlok-Naaman Research in science education 43, 317-345, 2013 | 241 | 2013 |
| Teaching and learning the concept of chemical bonding T Levy Nahum, R Mamlok‐Naaman, A Hofstein, KS Taber Studies in Science Education 46 (2), 179-207, 2010 | 218 | 2010 |
| Developing a new teaching approach for the chemical bonding concept aligned with current scientific and pedagogical knowledge TL Nahum, R Mamlok‐Naaman, A Hofstein, J Krajcik Science Education 91 (4), 579-603, 2007 | 188 | 2007 |
| CAN FINAL EXAMINATIONS AMPLIFY STUDENTS’MISCONCEPTIONS IN CHEMISTRY? TL Nahum, A Hofstein, R Mamlok-Naaman, BARDOV Ziva Chemistry Education Research and Practice 5 (3), 301-325, 2004 | 171 | 2004 |
| High-school students’ attitudes toward and interest in learning chemistry A Hofstein, R Mamlok-Naaman Educación química 22 (2), 90-102, 2011 | 169 | 2011 |
| Examining teachers’ instructional moves aimed at developing students’ ideas and questions in learner-centered science classrooms CJ Harris, RS Phillips, WR Penuel Journal of Science Teacher Education 23, 769-788, 2012 | 164 | 2012 |
| Action research in science education–an analytical review of the literature I Laudonia, R Mamlok-Naaman, S Abels, I Eilks Educational action research 26 (3), 480-495, 2018 | 140 | 2018 |
| High-school chemistry teaching through environmentally oriented curricula D Mandler, R Mamlok-Naaman, R Blonder, M Yayon, A Hofstein Chemistry Education Research and Practice 13 (2), 80-92, 2012 | 134 | 2012 |
| An international collaborative investigation of beginning seventh grade students' understandings of scientific inquiry: Establishing a baseline J Lederman, N Lederman, S Bartels, J Jimenez, M Akubo, S Aly, C Bao, ... Journal of Research in Science Teaching 56 (4), 486-515, 2019 | 130 | 2019 |
| Understanding electrochemistry concepts using the predict-observe-explain strategy S Karamustafaoğlu, R Mamlok-Naaman Eurasia Journal of Mathematics, Science and Technology Education 11 (5), 923-936, 2015 | 129 | 2015 |
| Evidence for teachers’ change while participating in a continuous professional development programme and implementing the inquiry approach in the chemistry laboratory D Taitelbaum, R Mamlok‐Naaman, M Carmeli, A Hofstein Routledge 30 (5), 593-617, 2008 | 107 | 2008 |
| Relevant chemistry education I Eilks, A Hofstein Rotterdam: Sense, 2015 | 98 | 2015 |
| Developing epistemologically empowered teachers: examining the role of philosophy of chemistry in teacher education S Erduran, AA Bravo, RM Naaman Science & Education 16, 975-989, 2007 | 96 | 2007 |
| Making it comparable: Standards in science education D Waddington, P Nentwig, S Schanze Waxmann Verlag, 2007 | 94 | 2007 |
