Publications Archive

Supporting Chemistry Teachers in Emergency Remote Teaching—The Role of Professional Learning Communities (PLCs)

Shauly, A., Shwartz, G., Avargil, S. (2023)

In Y.J., Dori, N., Courtney, & G. Szteinberg (Eds.), Digital Learning and Teaching in Chemistry. Royal Society of Chemistry (pp. 393-410)

Teachers’ practices during emergency remote teaching: An ‎investigation of the needs for support and the role of professional ‎‎learning communities.

Shauly, A. & Avargil, S. (2023)

Chemistry Teacher International, 1-12.

Students’ conceptual models in the context of air-quality learning unit

Avargil, S., Saxena, A. (2023)

Research in Science Education, 1-25

Being a fly on the wall – an escape room as a pedagogical tool for assessment

Shwartz G., Herscovitz, O., & Avargil, S. (2023)

Bulletin of Chemistry Teachers- ALCHEMIA, 24, 21-28

Professors’ retrospective views on chemistry career choices with a focus on gender and academic stage aspects

Avargil, S., Shwartz-Asherr, D., Reissr, S. R., & Dori, Y. J. (2023)

Sustainable Chemistry and Pharmacy, 36, 1-17.

High school students’ understanding of molecular representations in a context-based chemistry learning environment

Avargil, S. & Piorko, R. (2022)

International Journal of Science Education, 44(11), 1738-1766.

Knowledge and skills of students’ in chemistry-related faculties as expressed in a specially designed escape room

Avargil, S. (2022)

Journal of Science Education and Technology, 31(5), 680-690.

Educational escape room: identify Dalton’s symbols and open the door

Avargil, S., Huttner-Shwartz, G., Zemel, Y. (2021)

Journal of Chemical Education, 98(7), 2313-2322

Pre-service teachers’ implementation of rubrics for formative assessment in the inquiry-based chemistry laboratory

Zemel, Y., Huttner-Shwartz, G., Avargil, S. (2021)

Chemistry Education Research and Practice, 22, 1074-1092

Trends and perceptions of choosing chemistry as a major and a career.

Avargil, S., Kohen, Z., & Dori, Y.J. (2020)

Chemistry Education Research and Practice, 21, 668-684.

A professional development activity to help teaching assistants work as a team to assess lab reports in a general chemistry course

Avargil, S., Bruce, M.R.M., Klemmer, S.A., Bruce, A.E. (2019)

Israel Journal of Chemistry, 59 (6-7), 536-545.

Learning chemistry: self-efficacy, chemical understanding, and graphing skills.

Avargil, S. (2019)

Journal of Science Education and Technology, 28(4), 285-298.

Context-based learning and metacognitive prompts for enhancing scientific text comprehension.

Dori, Y.J, Avargil, S., Kohen, Z., & Saar, L. (2018)

International Journal of Science Education, 40(10), 1198-1220.

The case of middle and high school chemistry teachers implementing technology: using the concerns-based adoption model to assess change processes.

Shwartz, G., Avargil S., Herscovitz, O., & Dori, Y.J. (2017)

Chemistry Education Research and Practice., 18(1), 214-232.

Developing science education research literacy among secondary in-service teachers

Avargil S., Spektor-Levy O., & Zion M. (2017)

In: A. Sickel, & S. Witzig (Eds), Designing and Teaching the Secondary Science Methods Course: An International Perspective (pp. 53-71). Rotterdam, the Netherlands: Sense Publisher

Polymers and cross-linking: a CORE experiment to help students think on the atomic scale.

Bruce, M.R.M., Bruce, A.E., Avargil, S., Amar, F.G., Wemyss, T., & Flood, V.J. (2016)

Journal of Chemical Education, 93(9), 1599-1605.

Supporting teachers to attend to generalisation in science classroom argumentation

Shemwell, J. T., Gwarjanski, K. R., Capps, D. K., Avargil, S., & Meyer, J. L. (2015)

International Journal of Science Education, 37(4), 599-628

Grappling with long-term learning in science: a qualitative study of teachers’ views of developmentally oriented instruction.

Shemwell, J.T., Avargil, S., & Capps D. K. (2015)

Journal of Research in Science Teaching, 52(8), 1163-1187.

Students’ understanding of analogy in a CORE (Chemical Observations, Representations, Experimentation) learning cycle, general chemistry experiment.

Avargil, S., Bruce, M., Francois A., & Bruce, A. (2015)

Journal of Chemical Education, 92(10), 1626-1638.

Promoting metacognitive skills in the context of chemistry education

Dori, Y. J., & Avargil, S. (2015)

In I. Eilks & A. Hofstein, (Eds.), Relevant Chemistry Education – From theory to practice (pp. 119-142). Rotterdam, the Netherlands: SENSE Publishers.

Learning quantum chemistry via visual-conceptual approach: Students’ bidirectional textual and visual understanding

Dangur, V., Avargil, S., Peskin, U., & Dori, Y.J. (2014)

Chemistry Education Research and Practice, 15(3), 297-310

Assessing advanced high school and undergraduate students’ thinking skills: the “chemistry—from the nanoscale to microelectronics” module

Dori, Y.J, Dangur, V., Avargil, S., & Peskin, U. (2014)

Journal of Chemical Education, 91(9), 1306-1317

Embedded assessment

Dori, Y.J. & Avargil, S. (2014)

In R. Gunstone (ed.), Encyclopedia of Science Education (pp. 364-366). Springer-Verlag Berlin Heidelberg.

Teachers’ understanding of assessment

Dori, Y.J. & Avargil, S. (2014)

In R. Gunstone (ed.), Encyclopedia of Science Education (pp. 1033-1035). Springer-Verlag Berlin Heidelberg.

Teachers’ knowledge and development of students’ assessments tasks while implementing a new chemistry curriculum

Herscovitz, O., Avargil, S., & Dori, Y.J. (2014)

Challenges in the transition to large-scale reform in chemical education

Avargil, S., Herscovitz, O., & Dori, Y.J. (2013)

Journal of Thinking Skills and Creativity, 10, 189-207

Teaching thinking skills in context-based learning: Teachers’ challenges and assessment knowledge

Avargil, S., Herscovitz, O., & Dori, Y.J. (2012)

Journal of Science Education and Technology, 21(2), 207-225