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Published papers

  1. Barak, M., Watted, A., & Haick, H. (2016). Motivation to learn in massive open online courses: examining aspects of language and social engagement. Computers & Education, 94, 49-60.

  2.  Barak M., & Levenberg A. (2016). Flexible thinking in learning: An individual differences measure for learning in technology-enhanced environments. Computers & Education, 99, 39-52.

  3.  Zoller U., Barak M., & Kortam*, N. (2016). Science education for sustainability: Can a power point-based workshop induce a related conceptual change in science teachers? Journal of Science Education, 17(2), 65-69.

  4.  Barak M., & Levenberg, A. (2016). A model of flexible thinking in contemporary education. Thinking Skills and Creativity, 22, 74–85.

  5.  Barak, M., Hussein-Farraj, R., & Dori, Y.J. (2016). On-campus or online: Examining self-regulation and cognitive transfer skills in different learning settings. The International Journal of Educational Technology in Higher Education, 13(35), DOI: 10.1186/s41239-016-0035-9

  6.  Barak, M. (2017). Science teacher education in the twenty-first century: A pedagogical framework for technology-integrated social constructivism. Research in Science Education, 47(2), 283-303.

  7.  Barak, M. (2017). Cloud pedagogy: Utilizing web-based technologies for the promotion of social constructivist learning in science teacher preparation courses. Journal of Science Education and Technology, 26(5), 459-469.

  8.  Watted, A., & Barak, M. (2018). Motivating factors of MOOC completers: Comparing between university-affiliated students and general participants. The Internet and Higher Education, 37, 11-20.

  9.  Barak, M., & Asakle, S. (2018). AugmentedWorld: Facilitating the creation of location-based questions. Computers & Education, 121, 89-99.

  10. Barak, M. (2018). Are digital natives open to change? Examining flexible thinking and resistance to change. Computers & Education, 121, 115-123.

  11. Usher, M., & Barak, M. (2018). Peer assessment in a project-based engineering course: Comparing between on-campus and online learning environments. Assessment and Evaluation in Higher Education, 43(5), 745-759.

  12. Barak, M. & Usher, M. (2019). The innovation profile of nanotechnology team projects of face-to-face and online learners. Computers & Education, 137, 1-11.

  13. Barak, M., Watted, A., & Haick, H. (2020). Establishing the validity and reliability of a modified tool for assessing innovative thinking of engineering students. Assessment and Evaluation in Higher Education 45(2), 212-223.  

  14. Usher, M., & Barak, M. (2020). Team diversity as a predictor of innovation in projects of online and face-to-face learners. Computers & Education, 144, DOI:10.1016/j.compedu.2019.103702

  15. Barak, M. & Green G. (2020). Novice researchers’ expectations and views regarding online ethics education and the design components that may foster ethical practice. Science and Engineering Ethics, 26(3), 1403-1421.

  16. Da'as, R., Watted, A., & Barak, M. (2020). Teacher's withdrawal behavior: examining the impact of principals’ innovative behavior and climate of organizational learning. International Journal of Educational Management, 34(8), 1339-1355.

  17. Morad, S., Ragonis, N., & Barak, M. (2021). The validity and reliability of a tool for measuring educational innovative thinking competencies. Teaching and Teacher Education, 97, DOI:10.1016/j.tate.2020.103193.

  18. Barak, M. & Yuan, S. (2021). A cultural perspective to project-based learning and the cultivation of innovative thinking. Thinking Skills and Creativity, 39, 100766, DOI:10.1016/j.tsc.2020.100766.

  19. Barak, M. & Green G. (2021). Applying a social constructivist approach to an online course in ethics of research. Science and Engineering Ethics, 27(8), 1-24. DOI:10.1007/s11948-021-00280-2.

  20. Morad, S., Ragonis, N., & Barak, M. (2021). An integrative conceptual model of innovation and innovative thinking based on a synthesis of a literature review. Thinking Skills and Creativity, 40, DOI: 10.1016/j.tsc.2021.100824.

  21. Usher, M., Barak, M. & Haick, H. (2021). Online vs. on-campus engineering education: examining students' perceived innovative thinking and actual innovation. Thinking skills and Creativity, 42, 100965. DOI:10.1016/j.tsc.2021.100965

  22. Barak, M. & Usher, M. (2022). The innovation level of engineering students’ team projects in hybrid and MOOC environments. European Journal of Engineering Education, 47(2), 299-313. DOI:10.1080/03043797.2021.1920889.

  23. Asakle S. & Barak, M. (2022). Location-based learning and its effect on students’ understanding of Newton’s laws of motion. Journal of Science Education and Technology, 31, 403–413. DOI:10.1007/s10956-022-09963-2.

  24. Barak, M. & Shahab, C. (2022). The conceptualization of critical thinking: Toward a culturally-sensitive framework for technology-enhanced instruction in higher education. Journal of Science Education and Technology, DOI:10.1007/s10956-022-09999-4.

  25. Barak, M., Ginzburg, T., & Erduran, S. (2022). Nature of engineering: A cognitive and epistemic account with implications for engineering education. Science & Education. DOI:10.1007/s11191-022-00402-7.

  26. Barak, M., Yachin T., & Erduran, S. (2023). Tracing preservice teachers’ understanding of nature of science through their drawings and writing. Research in Science Education, 53, 507–523. DOI:10.1007/s11165-022-10069-3.

  27. Ginzburg, T. & Barak, M. (2023). Technology-enhanced learning and its association with motivation to learn science from a cross-cultural perspective. Journal of Science Education and Technology, 32, 597–606. DOI:10.1007/s10956-023-10048-x.

  28. Barak, M. (2023). Editorial: The family resemblance approach in science education. Science & Education, DOI 10.1007/s11191-023-00456-1

 

Book chapters

  1. Barak, M. (2013). Making the unseen seen: Integrating 3D molecular visualizations in elementary, high school, and higher education. In J. Suits and M. Sanger (Eds), Pedagogic roles of animations and simulations in chemistry courses. Washington, DC: ACS Books Pub. pp. 273–291.

  2. Dori, Y. J. Barak, M., & Carmi*, M. (2014). Active learning in computerized chemical education environments. In I. Devetak, & S. A. Glazar (Eds), Learning with understanding in the chemistry classroom. Berlin: Springer, pp. 345-373.

  3. Barak, M. (2017). Reflective drawings as means to depict the roles of ICT in science and engineering learning in the 21st century. In P. Katz (Ed), Drawing for Science Education: An International Perspective. Rotterdam: Sense Publishers, pp. 31-40. ISBN: 978-94-6300-874-7

  4. Barak, M. & Watted A. (2018). Project-based MOOC - enhancing knowledge construction and motivation to learn. In I. Levin, & D. Tsybulsky (Eds), Digital Tools and Solutions for Inquiry-Based STEM Learning. Hershey, PA: IGI Global, pp. 282-307.

  5. Asakle S. & Barak, M. (2020). AugmentedWorld: A Location-based question generating platform as a means of promoting 21st century skills. In E. Emmanuel (Ed), Deeper Learning, Dialogic Learning, and Critical Thinking: Research-Based Strategies for the Classroom. London: Routledge, pp. 141-159.

  6. Barak, M. & Usher, M. (2020). Innovation in a MOOC: Project-based learning in the international context. In J. J. Mintzes & E. M. Walter (Eds.) Active Learning in College Science: The Case for Evidence Based Practice. Berlin: Springer Nature, pp. 639-653.

  7. Dori, Y. J., & Barak, M. (2022). Undergraduate research in Israel: Educating STEM students in higher education. In Mieg, H., Ambos, E., Brew, A., Lehmann, J., & Galli, D. (Eds.) The Cambridge Handbook of Undergraduate Research. Cambridge, UK: Cambridge University Press, pp. 516-523.

  8. Usher, M. & Barak, M. (2022). Group diversity and innovative thinking: A case study of a MOOC on nanotechnology. In Y.J., Dori, C., Ngai, & G., Szteinberg (Eds.), Digital Learning and Teaching in Chemistry. The Royal Society of Chemistry.

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