Research and Case Reports in Hebrew

  1. J. Dori (1995). Education towards awareness and understanding of the relationship between industry and environment. In R. Tal and H. Ackerman (Eds.) Industry and Manufacturing: The Central Theme for 1996, Ministry of Education, Culture and Sport, the Center for Environmental Education in Kfar Vradim, Tefen Industrial Park and Iscar, 20-29.
  2. Barnea and Y.J. Dori (1997). A computer aided instruction module on polymers — development and implementation. Dapim, MOFET Institute Publication, 24, 107-124.
  3. J. Dori (1997) “The Climate Around Us” in junior high school Abu-Snan. Demonstrators Publication, Ministry of Education, Culture and Sport, 2, 107-109.
  4. Herscovitz and Y.J. Dori (1997). “The Quality of Air Around Us” module – Teaching through cooperative learning. Biology Teachers Bulletin, 154, 78-81.
  5. Herscovitz and Y.J. Dori (1999). “The Quality of Air around Us” – Integrative learning module. Biology Teachers Bulletin, 158, 145-148.
  6. Barak and Y.J. Dori (1999). Teaching organic chemistry with computerized molecular modeling and plastic models. Chemistry, Technology and Society, 78, 12-17.
  7. Tsausho, R.T. Tal, and Y.J. Dori (1999). The learning module – “Biotechnology, Environment and Related Issues”. Biology Teachers Bulletin, 158, 149-151.
  8. J. Dori, N. Barnea, and T. Kaberman (1999). 22 high school project evaluation – “BAGRUT 2000” (Matriculation 2000) project. Research Report for the Chief Scientist, Ministry of Education, 120 pages.
  9. Herscoviz, Z. Kaberman, I. Sasson, and Y.J. Dori (2003). Case-based computerized laboratories and molecular modeling in chemistry. Bulletin of Chemistry Teachers- ALCHEMIA, 4, 30-37.
  10. Herscoviz, Z. Kaberman, and Y.J. Dori (2008). The taste of chemistry: A learning module for third unit level. Bulletin of Chemistry Teachers-ALCHEMIA, 11.
  11. Barak, R. Hussein-Farraj and Y.J. Dori (2008). Biochemistry – the chemistry of proteins and nucleic acids: A learning module for fifth unit level. Bulletin of Chemistry Teachers-ALCHEMIA, 11.
  12. J. Dori and A. Zohar (2009). Equal opportunities and affirmative action in gifted girls: Assessment of the rational, implementation, and effectiveness of the program. Report published by the Ministry of Education, Chief Scientist Office (200 pages).
  13. J. Dori, O. Herscovitz, and Z. Kaberman (2010). A Survey and case study of professional development via distance teaching and learning to overcome teachers’ shortage. Paper invited by The Israel Academy of Sciences and Humanities – The Initiative for Applicative Research in Education Retrieved Oct. 2013 http://education.academy.ac.il/files/dori-ohad.pdf
  14. Weisselberg and Y.J. Dori (2010). Developing argumentations skills in learning the energy and dynamics in chemical processes module. Bulletin of Chemistry Teachers – ALCHEMIA, 16, 35-40.
  15. Dangur, U. Peskin, and Y.J. Dori (2011). Chemistry: From Nano-scale to Microelectronics – To think and not only to calculate. Bulletin of Chemistry Teachers – ALCHEMIA, 17.
  16. J. Dori and Z. Kohen (2013). Research Review on Heterogeneity: State of the art in educational models and best practices for coping with systemic or local student heterogeneity. Review invited by The Israel Academy of Sciences and Humanities – The Initiative for Applicative Research in Education (with extended abstract in English).
  17. Herscovitz, S. Avargil & Y.J. Dori (2014). Teachers’ knowledge and development of students’ assessments tasks while implementing a new chemistry curriculum. Bulletin of Chemistry Teachers – ALCHEMIA, 24, 21-28. http://stwww.weizmann.ac.il/chemcenter/Newspaper.asp?id=265&al_id=21
  18. Hazzan, O. Herscovitz & Y.J. Dori (2015). Technion “Views” (MABATIM) program for training future chemistry teachers. Bulletin of Chemistry Teachers – ALCHEMIA, 26, 13-21. http://stwww.weizmann.ac.il/chemcenter/img/news/2033.pdf
  19. Dori, Y. J. & Kohen, Z., & Hershkovitz, O. (2015, In press). Academy-community relations: Attitudes of various stakeholders toward the importance of science communication, channel types, and scientific knowledge construction. The Samuel Neaman Institute, Technion, Haifa, Israel, 50 pages (with abstract in English).