ד"ר אינאס עיסא

Easa, E. and Blonder, R. Modeling the achievements of high school students in chemistry tasks: the effect of background characteristics, attitudes towards DI and self-efficacy (Submitted).

Easa, E., & Blonder, R. (2024). Fostering inclusive learning: customized kits in chemistry education and their influence on self-efficacy, attitudes and achievements. Chemistry Education Research and Practice.

Easa, E. and Blonder, R. (2023). The development of an instrument for measuring teachers’ and students’ beliefs about differentiated instruction and teaching in
heterogeneous chemistry classrooms. Chemistry Teacher International.

Easa, E. and Blonder, R. (2022). Development and validation of customized pedagogical kits for high-school chemistry teaching and learning: the redox reaction example. Chemistry Teacher International.

Aviran, E. Easa, E. Livne, S. & Blonder, R. (2020). Implementation of a personalized online learning system towards creating hybrid learning and teaching in chemistry classes. In Early warning systems and targeted interventions for student success in online courses (pp. 90-111). IGI Global. 7998 1

Rap, S. Feldman-Maggor, Y. Aviran, E. Shvarts-Serebro, I. Easa, E. Yonai, E. & Blonder, R. (2020). An Applied Research-Based Approach to Support Chemistry Teachers during the COVID-19 Pandemic. Journal of Chemical Education, 97(9), 3278-3284.