Selected Publications

Refereed papers in professional journal

  1. 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. DOI: 10.1007/s11165-015-9501-y
  2. 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. DOI: 10.1007/s10956-017-9691-3
  3. Usher, M. & Barak, M. (2017). Peer assessment in a project-based engineering course: Comparing between on-campus and online learning environments. Assessment and Evaluation in Higher Education. Published online: 16 Nov 2017. http://dx.doi.org/10.1080/02602938.2017.1405238
  4. 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. DOI:10.1016/j.compedu.2015.11.010
  5. Barak M. & Levenberg A. (2016). Flexible thinking in learning: An individual differences measure for learning in technology-enhanced environments. Computers & Education, 99, 39-52. DOI: 10.1016/j.compedu.2016.04.003
  6. 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.
  7. Barak M. & Levenberg A. (2016). A model of flexible thinking in contemporary education. Thinking Skills and Creativity, 22, 74–85. http://dx.doi.org/10.1016/j.tsc.2016.09.003
  8. 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(1), 1-18. DOI: 10.1186/s41239-016-0035-9
  9. Barak, M. (2014). Closing the gap between attitudes and perceptions about ICT-enhanced learning among pre-service STEM teachers. Journal of Science Education and Technology, 23(1), 1-14. DOI: 1007/s10956-013-9446-8
  10. Barak, M., & Hussein-Farraj R. (2013). Integrating model-based learning and animations for enhancing students’ understanding of proteins’ structure and function. Research in Science Education, 43(2), 619-636. DOI: 10.1007/s11165-012-9280-7
  11. Barak, M., & Ziv, S. (2013). Wandering: A Web-based platform for the creation of location-based interactive learning objects. Computers & Education, 62, 159-170. DOI:10.1016/j.compedu.2012.10.015
  12. Hussein-Farraj R., Barak, M., & Dori, Y. J. (2012). Lifelong learning at the Technion IIT: Graduate students’ perceptions of and experiences in distance learning. Interdisciplinary Journal of E-Learning and Learning Objects, 8, 115-135.
  13. Barak, M. (2012). Distance education: Towards an organizational and cultural change in higher education. Journal of Enterprising Communities: People and Places in the Global Economy, 6(2), 124-137. DOI:10.1108/17506201211228930
  14. Barak, M., Kozyrev, S., & Dori, D. (2012). The use of visual semantic web for designing virtual expeditions. International Journal of Learning Technology, 7(3), 297-313. DOI:10.1504/IJLT.2012.049196
  15. Barak, M., Ashkar, T., & Dori, Y. J. (2011). Learning science via animated movies: Its effect on students’ thinking and motivation. Computers & Education, 56(3), 839-846. DOI:10.1016/j.compedu.2010.10.025
  16. Barak, M., & Dori, Y. J. (2011). Science education in primary schools: Is an animation worth a thousand pictures? Journal of Science Education and Technology, 20(5), 608-620. DOI 10.1007/s10956-011-9315-2
  17. Barak, M., Nissim, Y., & Ben-Zvi, D. (2011). Aptness between teaching roles and teaching strategies while integrating ICT into science education. Interdisciplinary Journal of E-Learning and Learning Objects, 7, 305-322.
  18. Barak, M., & Dori, Y. J. (2009). Enhancing higher order thinking skills among in-service science education teachers via embedded assessment. Journal of Science Teacher Education, 20(5), 459-474. DOI 10.1007/s10972-009-9141-z
  19. Barak, M., Herscovitz, O., Kaberman, Z., & Dori, Y. J. (2009). MOSAICA: A Web-2.0 based system for the preservation and presentation of cultural heritage. Computers & Education, 53, 841-852. DOI:10.1016/j.compedu.2009.05.004
  20. Barak, M., Harward, J., & Lerman, S. (2007). Studio-based learning via wireless notebooks: A case of a Java programming course. International Journal of Mobile Learning and Organization, 1(1), 15-29.
  21. Barak, M., Harward, J., Kocur, G., & Lerman, S. (2007). Transforming an introductory programming course: From lectures to active learning via wireless laptops. Journal of Science Education and Technology, 16(4) 325-336. DOI: 10.1007/s10956-007-9055-5
  22. Barak, M. (2007). Transitions from traditional to ICT-enhanced learning environments in undergraduate chemistry courses. Computers & Education, 48(1), 30-43. DOI:10.1016/j.compedu.2004.11.004
  23. Barak, M., Ben-Chaim, D., & Zoller, U. (2007). Purposely teaching for the promotion of higher-order thinking skills: A case of critical thinking. Research in Science Education, 37(4), 353-369. DOI 10.1007/s11165-006-9029-2
  24. Barak, M., Carson, K. M., & Zoller, U. (2007). Chemistry is in the News Project: Can a workshop induce a change? Journal of Chemical Education, 84(10), 1712-1716. DOI: 10.1021/ed084p1712
  25. Barak, M., Lipson, A., & Lerman, S. (2006). Wireless laptops as means for promoting active learning in large lecture halls. Journal of Research on Technology in Education, 38(3), 245-264. DOI: 10.1080/15391523.2006.10782459
  26. Barak, M., & Dori, Y. J. (2005). Enhancing undergraduate students’ chemistry understanding through project-based learning in an IT environment. Science Education, 89(1), 117-139.
  27. Rafaeli, S., Dan-Gur, Y., & Barak, M. (2005). Social recommender systems: Recommendations in support of e-learning. International Journal of Distance Education Technologies, 3(2), 30-48.
  28. Barak, M., & Rafaeli, S. (2004). Online question-posing and peer-assessment as means for Web-based knowledge sharing. International Journal of Human-Computer Studies, 61(1), 84-103.
  29. Rafaeli, S., Barak, M., Dan-Gur, Y., & Toch, E. (2004). QSIA – A Web-based environment for learning, assessing and knowledge sharing in communities. Computers & Education, 43(3), 273-289.
  30. Dori, Y. J., Barak, M., & Adir, N. (2003). A Web-based chemistry course as a means to foster freshmen learning. Journal of Chemical Education, 80(9), 1084-1092.
  31. Dori, Y. J., & Barak, M. (2001). Virtual and physical molecular modeling: Fostering model perception and spatial understanding. Educational Technology & Society, 4(1), 61-74.

Book chapters

  1. 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. The Netherlands: Sense Publishers, pp. 31-40. ISBN: 978-94-6300-874-7
  2. Barak, M. & Watted A. (2017). 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. DOI: 10.4018/978-1-5225-2525-7.ch011
  3. Dori, Y. J. Barak, M., & Carmi, M. (2014). Active learning in computerized chemical education environments. In I. Devetak, & A. Glazar (Eds), Learning with understanding in the chemistry classroom. Berlin: Springer, pp. 345-373. Available online at: DOI: 10.1007/978-94-007-4366-3_17
  4. 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. DOI: 10.1021/bk-2013-1142.ch011
  5. Barak, M. (2006). Technology-enriched learning environments in university chemistry. J. J. Mintzes & W. H. Leonard (Eds.), Handbook of college science teaching. Arlington: National Science Teachers Association (NSTA) Publishing, pp. 215-222.

Refereed papers in national journals in Hebrew

  1. Asakle, S. & Barak, M. (2017). AugmentedWorld: A collaborative platform for the creation of location-based multimedia questions. MorTech Magazine, 1, 23-36.
  2. Barak, M., Watted A., Segeve M., & Haick H. (2014). Issues related to the development of a MOOC: challenges and opportunities. Teaching in the Academia, 14, 36-39.
  3. Barak, M., Nissim Y., & Ben-Zvi. (2012). Teachers’ perceptions about their roles and their teaching strategies in ICT-integrated lessons. Dapim, 54, 193-216.
  4. Barak, M., & Rafaeli, S. (2008). Questions developed by students and peer assessment via an online system for knowledge sharing. Al Hagova, 7, 25-28.
  5. Barak, M., Dori, Y.J., & Hussein-Farraj, R. (2007). Biochemistry: The chemistry of proteins and nucleic acids. Al-Chemistry, 11, 32-34.
  6. Barak, M. (2005). Studio-based instruction and the use of wireless laptops. Al Hagova, 4, 50-53.

Learning units in English

  1. Walzer, E. & Barak, M. (2014). Chemical Sciences: Matter and Particles, Department of Education in Science and Technology, Technion IIT, Haifa, Israel. 95 pages.
  2. Ribnick, S. & Barak, M. (2013). Physical Sciences: Energy. Department of Education in Science and Technology, Technion IIT, Haifa, Israel. 105 pages.