Papers in Refereed Journals

  1. Z. Lando, Y. Dori, D. Teitelbaum, and R. Arnon (1981). Unresponsiveness to experimental allergic Encephalomyelitis in mice: Replacement of suppressor cells by a soluble factor. The Journal of Immunology, 5, 1915-1919.
  2. Z. Lando, Y. Dori, D. Teitelbaum, and R. Arnon (1982). Suppressor factor specific to Myelin basic Encephalitogen. Journal of the Neurological Sciences, 53, 113-123.
  3. Y. J. Dori and J. M. Yochim (1990). Learning patterns of college students using an intelligent computer assisted instruction module. Journal of College Science Teaching, 20(2), 99-103.
  4. Y. J. Dori, D. Dori, and J. M. Yochim (1992). Characteristics of an intelligent computer assisted instruction shell with an example in human physiology. Journal of Computers in Mathematics and Science Teaching, 11(3/4), 289-302.
  5. Y. J. Dori and N. Barnea (1993). A computer aided instruction module on polymers. Journal of Chemical Information and Computer Sciences, 33(3), 325-331.
  6. Y. J. Dori (1994). Achievement and attitude evaluation of a case-based chemistry curriculum for nursing students. Studies in Educational Evaluation, 20(3), 337-348.
  7. Y. J. Dori and J.M. Y. J,Yochim (1994). Human physiology: Improving students’ achievements through intelligent studyware. Journal of Science Education and Technology, 3(4), 263-269.
  8. Y. J. Dori, D. Dori, and J.M. Yochim (1995). Intelligent computer assisted instruction for a human physiology course: Principles and assessment. Journal of College Science Teaching, 24(3), 189-194.
  9. Y. J. Dori (1995). Cooperative development of organic chemistry computer assisted instruction by experts, teachers and students. Journal of Science Education and Technology, 4(2), 163-170.­
  10. U. Zoller, A. Lubezky, M. Nakhleh, B. Tessier, and Y. J. Dori (1995). Success on algorithmic and LOCS vs. conceptual chemistry exam questions. Journal of Chemical Education, 72(11), 987-989.
  11. Y. J. Dori and M. Hameiri (1996). “The Mole Environment” – development and implementation of a studyware. Journal of Chemical Information and Computer Sciences, 36(4), 625-628.
  12. N. Barnea and Y. J. Dori (1996). Computerized molecular modeling as a tool to improve chemistry teaching. Journal of Chemical Information and Computer Sciences, 36(4), 629-636.
  13. D. Dori and Y. J. Dori (1996). Object-process analysis of a hypertext organic chemistry studyware. Journal of Computers in Mathematics and Science Teaching, 15(1/2), 65-84.
  14. I. Geva-May and Y.J. Dori (1996). Analysis of an induction model. British Journal of In-service Education, 22(3), 333-354.
  15. Y. J. Dori and N. Barnea (1997). In-service chemistry teachers training: the impact of introducing computer technology on teachers’ attitudes and classroom implementation. International Journal of Science Education, 19(5), 577-592.
  16. Y. J. Dori and M. Hameiri (1998). The “Mole Environment” studyware: Applying multidimensional analysis to quantitative chemistry problems. International Journal of Science Education, 20(3), 317-333.
  17. Y. J. Dori, M. Alon, and D. Dori (1998). Coordinating multimedia within groupware applications. International Journal of Computers and Applications, 20(2), 83-91.
  18. Y. J. Dori and O. Herscovitz (1999). Question posing capability as an alternative evaluation method: Analysis of an environmental case study. Journal of Research in Science Teaching, 36(4), 411-430.
  19. N. Barnea and Y. J. Dori (1999). High-school chemistry students’ performance and gender differences in a computerized molecular modeling learning environment. Journal of Science Education and Technology, 8(4), 257-271.
  20. Y. J. Dori and R. T. Tal (2000). Formal and informal collaborative projects: Engaging in industry with environmental awareness. Science Education, 84(1), 95-113.
  21. N. Barnea and Y. J. Dori (2000). Computerized molecular modeling the new technology for enhancing model perception among chemistry educators and learners. Chemistry Education: Research and Practice in Europe, 1(1), 109-120. http://www.uoi.gr/conf_sem/cerapie/2000_January/pdf/16barneaf.pdf
  22. R. T. Tal, Y. J. Dori, and R. Lazarowitz (2000). A project-based alternative assessment system. Studies in Educational Evaluation, 26(2), 171-191.
  23. Y. J. Dori and M. Barak (2001). Virtual and physical molecular modeling: Fostering model perception and spatial understanding. Educational Technology & Society, 4(1), 61-74. http://ifets.ieee.org/periodical/vol_1_2001/dori.pdf
  24. R. T. Tal, Y. J. Dori, S. Keiny, and U. Zoller (2001). Assessing conceptual change of teachers involved in STES education and curriculum development – The STEMS project approach. International Journal of Science Education, 23(3), 247-261.
  25. U. Zoller, Y. J. Dori, and A. Lubezky (2002). Algorithmic and LOCS vs. HOCS chemistry exam questions: Performance and attitudes of college students. International Journal of Science Education, 24(2), 185-203.
  26. Y. J. Dori, R. T. Tal, and Y. Peled (2002). Characteristics of science teachers who incorporate Web-based teaching. Research in Science Education, 32(4), 511-547.
  27. Y. J. Dori (2003). From nationwide standardized testing to school-based alternative embedded assessment in Israel: Students’ performance in the “Matriculation 2000” Project. Journal of Research in Science Teaching, 40(1), 34-52.
  28. A. Zohar and Y. J. Dori (2003). Higher order thinking skills and low achieving students – Are they mutually exclusive? The Journal of the Learning Sciences, 12(2), 145-182.
  29. Y. J. Dori and M. Hameiri (2003). Multidimensional analysis system for quantitative chemistry problems – Symbol, macro, micro and process aspects. Journal of Research in Science Teaching, 40(3), 278-302.
  30. Y. J. Dori, R. T. Tal, and M. Tsaushu (2003). Teaching biotechnology through case studies – Can we improve higher order thinking skills of non-science majors? Science Education, 87(6), 767-793.
  31. Y. J. Dori, M. Barak, and N. Adir (2003). A Web-based chemistry course as a means to foster freshmen learning. Journal of Chemical Education, 80(9), 1084-1092.
  32. Y. J. Dori, J. W. Belcher, M. Bessette, M. Danziger, A. McKinney, and E. Hult (2003). Technology for active learning. Materials Today, 6(12), 44-49.
  33. Y. J. Dori, I. Sasson, Z. Kaberman, and O. Herscovitz (2004). Integrating case-based computerized laboratories into high school chemistry. The Chemical Educator, 9, 1-5.
  34. A. Lubezky, Y. J. Dori, and U. Zoller (2004). HOCS-promoting assessment of students’ performance on environmental-related undergraduate chemistry. Chemistry Education: Research and Practice in Europe – CERP, 5(2), 175-184. http://www.uoi.gr/cerp/2004_May/pdf/08Zoller.pdf
  35. Y. J. Dori and J. W. Belcher (2005). How does technology-enabled active learning affect students’ understanding of scientific concepts? The Journal of the Learning Sciences, 14(2), 243-279.
  36. M. Barak and Y. J. Dori (2005). Enhancing undergraduate students’ chemistry understanding through project-based learning in an IT environment. Science Education, 89(1), 117-139.
  37. Y. J. Dori and O. Herscovitz (2005). Case-based long-term professional development of science teachers. International Journal of Science Education, 27(12), 1413-1446.
  38. M. Birenbaum, K. Breuer; E. Cascallar, F. Dochy, Y. J. Dori, J. Ridgway, and R. Wiesemes (2006). A learning integrated assessment system. In: EARLI Series of Position Papers. R. Wiesemes, G. Nickmans A. (Eds.). Educational Research Review, 1(1), 61-67.
  39. Y. J. Dori, E. Hult, L. Breslow and J. W. Belcher (2007). How much have they retained?
    Making unseen concepts seen in a freshman electromagnetism course at MIT. Journal of Science Education and Technology, 16(4), 299-323.
  40. Y. J. Dori (2007). Educational reform at MIT: Advancing and evaluating technology-based projects on- and off-campus. Journal of Science Education and Technology, 16(4), 279-281.
  41. Y. J. Dori and I. Sasson (2008). Chemical understanding and graphing skills in an honors case-based computerized chemistry laboratory environment: The value of bidirectional visual and textual representations. Journal of Research in Science Teaching, 45(2), 219-250.
  42. Y. J. Dori (2008). Reusable and sustainable science and engineering education. Journal of Science Education and Technology, 17(2), 121-123.
  43. Z. Kaberman and Y. J. Dori (2009). Question posing, inquiry, and modeling skills of high school chemistry students in the case-based computerized laboratory environment. International Journal of Science and Mathematics Education, 7, 597-625.
  44. Z. Kaberman and Y.J. Dori (2009). Metacognition in chemical education: Question posing in the case-based computerized learning environment. Instructional Science, 37(5), 403-436.
  45. Y. Kali, R. Levine-Peled, and Y. J. Dori (2009). The role of design-principles in designing courses that promote collaborative learning in higher education. Computers in Human Behavior, 25(5), 1067-1078.
  46. M. Barak, Z. Kaberman, O. Herscovitz, and Y.J. Dori (2009). MOSAICA: A Web-2.0 based system for the preservation and presentation of cultural heritage. Computers & Education, 53(3), 841-852.
  47. M. Barak and Y.J. Dori (2009). Enhancing higher order thinking skills among in-service science teachers via embedded assessment. Journal of Science Teacher Education, 20(5), 459-474.
  48. N. Barnea, Y.J. Dori and A. Hofstein (2010). Development and implementation of inquiry-based and computerized-based laboratories: Reforming high school chemistry in Israel. Chemistry Education Research and Practice – CERP, 11, 218–228.
  49. Y. J. Dori and A. Silva (2010). Assessing international product design & development graduate courses: The MIT-Portugal program. Advances in Engineering Education, 2(2), 1-30. http://advances.asee.org/vol02/issue02/papers/aee-vol02-issue02-p07.pdf
  50. R. Mitchell, Y. J. Dori, and N.H. Kuldell (2011). Experiential engineering through iGEM – an undergraduate summer competition in synthetic biology. Journal of Science Education and Technology, 20(2), 156-160.
  51. M. Barak, T. Ashkar and Y. J. Dori (2011). Learning science via animated movies: Its effect on students’ thinking and motivation. Computers & Education, 56(3), 839-846.
  52. Y. Peled, Y. Kali and Y. J. Dori (2011). School principals’ influence on science teachers’ technology implementation: A retrospective analysis. International Journal of Leadership in Education, 14(2), 229-245.
  53. M. Barak and Y. J. Dori (2011). Science education in primary schools: Is an animation worth a thousand pictures? Journal of Science Education and Technology, 20, 608–620.
  54. S. Avargil, O. Herscovitz and Y.J. Dori (2012). Teaching thinking skills in context-based learning: Teachers’ challenges and assessment knowledge. Journal of Science Education and Technology, 21, 207-225.
  55. Y. J. Dori and Z. Kaberman (2012). Assessing high school chemistry students’ modeling sub-skills in a computerized molecular modeling learning environment. Instructional Science, 40, 69-91.
  56. R. Hussein-Farraj, M. Barak and Y. J. Dori (2012). Lifelong learning at the Technion: Graduate students’ perceptions of and experiences in distance learning. Interdisciplinary Journal of E-Learning and Learning Objects – IJELLO, 8, 115-135. http://www.ijello.org/Volume8/IJELLOv8p115-135Hussein0805.pdf
  57. A. Abed and Y. J. Dori (2013). Inquiry, chemistry understanding levels, and bilingual learning. Educación Química – Emergent topics on chemistry education, 24(1), 37-43.
  58. Y. J. Dori and I. Sasson (2013). A three-attribute transfer skills framework – Part I: Establishing the model and its relation to chemical education. Chemistry Education Research and Practice – CERP, 14, 363-375. DOI:10.1039/C3RP20093K.
  59. S. Avargil, O. Herscovitz and Y. J. Dori (2013). Challenges in the transition to large-scale reform in chemical education. Thinking Skills and Creativity, 10, 189-207.
  60. V. Dangur, S. Avargil, U. Peskin and Y. J. Dori (2014). Learning quantum chemistry via a visual-conceptual approach: Students’ bidirectional textual and visual understanding. Chemistry Education Research and Practice – CERP, 15, 297-310. DOI:10.1039/C4RP00025K. http://pubs.rsc.org/en/content/pdf/article/2014/rp/c4rp00025k
  61. N. Wengrowicz, Y. J. Dori, and D. Dori (2014). Transactional distance in an undergraduate project-based systems modeling course. Knowledge-Based Systems, 71, 41-51.
  62. Y. J. Dori, V. Dangur, S. Avargil and U. Peskin. (2014). Chemistry – from the Nanoscale to Microelectronics: Assessing thinking skills of advanced high school and undergraduate chemistry students. Journal of Chemical Education, 91, 1306-1317.
  63. Y. J. Dori, H. Yarden, A. Alush, O. Herscovitz, Y. Blinder, and S. Levenberg (2014). Reading Scientific Articles in Hybrid Courses: How does it Affect Students’ Scientific Literacy? Educationxpress (www.educationxpress.org) (29 p.). http://www.educationxpress.org/journal/reading-scientific-articles-hybrid-courses-howdoes-it-affect-students-scientific-literacy-0
  64. I. Sasson and Y. J. Dori (2015). A three-attribute transfer skills framework – Part II: Applying and assessing the model in chemical education. Chemistry Education Research and Practice – CERP, 16, 154-167. DOI: 10.1039/c4rp00120f. http://pubs.rsc.org/en/content/pdf/article/2015/rp/c4rp00120f .
  65. N. Wengrowicz, Y. J. Dori and D. Dori (2016). Meta-assessment in a project-based systems engineering course. Assessment & Evaluation in Higher Education. May 5, 1-18.