Chapters in Books

  1.  Y.J. Dori (2003). A Framework for project-based assessment in science education. In Segers, M., Dochy, F., and Cascallar, E. (Eds.). Optimizing New Modes of Assessment: In Search of Qualities and Standards, pp. 89-118. Dordrecht, The Netherlands: Kluwer Academic Publishers.
  2.  Y.J. Dori and J.W. Belcher (2005). Learning electromagnetism with visualizations and active learning. In J.K. Gilbert (Ed.). Visualization in Science Education, pp. 187-216. Dordrecht, The Netherlands: Springer.
  3. Y.J. Dori, M. Barak, O. Herscovitz, and M. Carmi (2005). Preparing pre- and in-service teachers to teach high school science with technology. In C. Vrasidas and G.V. Glass (Eds.). Preparing Teachers to Teach with Technology, 2nd Volume of the book series: Current Perspectives on Applied Information Technologies, pp. 303-321. Greenwich, CT, USA: Information Age Publishing.
  4.  R. Beichner, Y.J. Dori, and J.W. Belcher (2006). New physics teaching and assessment: Laboratory- and technology-enhanced active learning. In J.J. Mintzes and W.H. Leonard (Eds.). Handbook of College Science Teaching: Theory, Research and Practice, pp. 97-106. Arlington, VA, USA: NSTA Press.
  5.  I. Sasson and Y.J. Dori (2006). Fostering near and far transfer in the chemistry case-based laboratory environment. In: Clarebout, G. & Elen, J. (Eds.). Avoiding Simplicity, Confronting Complexity: Advance in studying and designing powerful (computer-based) learning environments, 275-286. Rotterdam, The Netherlands: Sense Publishers.
  6.  Y.J. Dori (2006). The inquiry approach in computerized learning environments: Implications on chemistry understanding levels and higher order thinking skills. In A. Zohar (Ed.). Taking the Inquiry Road: Ongoing Challenges, pp. 279-307. Magnes Press, The Hebrew University Publishing Company, Jerusalem, Israel (in Hebrew).
  7.  D. Fischer-Shachor, M. Carmi, and Y.J. Dori (2010). Question posing and graphing skills of young gifted students: gender and equal opportunities aspects. In G. Cakmakci & M.F. Taşar (Eds.), Contemporary Science Education Research: Learning and Assessment (pp. 409-414). Ankara, Turkey: Pegem Akademi.
    10. I. Sasson and Y.J. Dori (2012). Transfer skills and their case-based assessment. In B.J. Fraser, K.G. Tobin, and C.J. McRobbie (Eds.). The Second International Handbook of Science Education (pp. 691-710). Dordrecht, The Netherlands: Springer-Verlag.
  8.  A. Zohar and Y.J. Dori (2012). Introduction. In A. Zohar and Y.J. Dori (Eds.) Metacognition in Science Education: Trends in Current Research (pp. 1-20). Dordrecht, The Netherlands: Springer-Verlag.
  9.  O. Herscovitz, Z. Kaberman, L. Saar, and Y.J. Dori (2012). The relationship between metacognition and the ability to pose questions in chemical education. In A. Zohar and Y.J. Dori (Eds.) Metacognition in Science Education: Trends in Current Research (pp. 165-195). Dordrecht, The Netherlands: Springer-Verlag.
  10. R. Mamlok-Naaman, R. Blonder, and Y.J. Dori (2012). One hundred years of women in chemistry in the 20th century: Sociocultural developments of women’s status. In M.-H. Chiu, P.J. Gilmer, and D.F. Treagust (Eds.) Celebrating the 100th Anniversary of Madame Marie Sklodowska Curie’s Nobel Prize in Chemistry (pp. 119-140). Rotterdam, The Netherlands: Sense Publishers.
  11.  Y. Shwartz, Y.J. Dori, and D. Treagust (2013). How to justify formal chemistry education, to outline its objectives and to assess them. In I. Eilks and A. Hofstein, (eds.), Teaching Chemistry – A Studybook. A Practical Guide and Textbook for Student Teachers, Teacher Trainees and Teachers. Rotterdam: Sense Publishers. (Chapter 2, pp. 37-66).
  12.  Y.J. Dori, S. Rodrigues, and S. Schanze (2013). How to promote chemistry learning through the use of ICT. In I. Eilks and A. Hofstein, (eds.), Teaching Chemistry – A Studybook. A Practical Guide and Textbook for Student Teachers, Teacher Trainees and Teachers. Rotterdam: Sense Publishers. (Chapter 8, pp. 213-240).
  13.  Y.J. Dori, M. Barak and M. Carmi (2014). Active learning in computerized chemical education environments. In I. Devetak and S.A. Glazˇar (eds.), Learning with Understanding in the Chemistry Classroom. Berlin: Springer. (Chapter 17, pp. 345-373(. http://link.springer.com/chapter/10.1007/978-94-007-4366-3_17
  14.  Y.J. Dori and S. Avargil (2015). Embedded Assessment. In R. Gunstone (ed.), Encyclopedia of Science Education. Springer Reference. (www.springerreference.com). Springer-Verlag Berlin Heidelberg. http://www.springerreference.com/docs/html/chapterdbid/302898.html
    DOI 10.1007/978-94-007-6165-0_46-2.
  15.  Y.J. Dori and S. Avargil (2015). Teachers’ understanding of assessment. In R. Gunstone (Ed.) Encyclopedia of Science Education. SpringerReference (www.springerreference.com) Springer-Verlag Berlin Heidelberg. http://www.springerreference.com/docs/html/chapterdbid/303248.html
    DOI: 10.1007/SpringerReference_303248 2013-08-21.
  16.  Y.J. Dori and S. Avargil (2015). Promoting metacognitive skills in the context of reforming chemical education (pp. 119-142). In I. Eilks & A. Hofstein, (eds.), Relevant Chemistry Education – From theory to practice. SENSE Publishers, Rotterdam, the Netherlands.
  17.  N. Wengrowicz, Y.J. Dori, and D. Dori (2016). Metacognition and meta-assessment in engineering education. In Y.J. Dori, Z. Mevarech, and D. Baker (eds.), Cognition, Metacognition and Culture in STEM Education. Dordrecht, The Netherlands: Springer-Verlag (to appear).
  18.  S. Avargil, R. Lavi, and Y.J. Dori (2016). Students’ metacognition and metacognitive strategies in science education. In Y.J. Dori, Z. Mevarech, and D. Baker (eds.), Cognition, Metacognition and Culture in STEM Education. Dordrecht, The Netherlands: Springer-Verlag (to appear).