| Bridging the gap between formal and informal science learning A Hofstein, S Rosenfeld Studies in Science Education 28 (1), 87-112, 1996 | 731 | 1996 |
| Developing effective teacher beliefs about learners: The role of sensitizing teachers to individual learning differences M Rosenfeld, S Rosenfeld Educational Psychology 28 (3), 245-272, 2008 | 181 | 2008 |
| School and out-of-school science: A model for bridging the gap O Fallik, S Rosenfeld, BS Eylon Studies in Science Education 49 (1), 69-91, 2013 | 114 | 2013 |
| Informal Learning in Zoos: Naturalistic Studies of Family Groups. SB Rosenfeld | 112 | 1981 |
| Motivating teachers to enact free-choice project-based learning in science and technology (PBLSAT): Effects of a professional development model O Fallik, BS Eylon, S Rosenfeld Journal of Science Teacher Education 19, 565-591, 2008 | 109 | 2008 |
| Understanding teacher responses to constructivist learning environments: Challenges and resolutions M Rosenfeld, S Rosenfeld Science Education 90 (3), 385-399, 2006 | 106 | 2006 |
| Developing teacher sensitivity to individual learning differences M Rosenfeld*, S Rosenfeld Educational Psychology 24 (4), 465-486, 2004 | 90 | 2004 |
| A Naturalistic Study of Visitors at an Interactive Mini‐Zoo S Rosenfeld Curator: The Museum Journal 25 (3), 187-212, 1982 | 67 | 1982 |
| Ninth‐grade students' perceptions of the factors that led them to major in high school science, technology, engineering, and mathematics disciplines A Caspi, P Gorsky, R Nitzani‐Hendel, Z Zacharia, S Rosenfeld, S Berman, ... Science Education 103 (5), 1176-1205, 2019 | 51 | 2019 |
| The story of lead: a context for learning about responsible research and innovation (RRI) in the chemistry classroom R Blonder, E Zemler, S Rosenfeld Chemistry Education Research and Practice 17 (4), 1145-1155, 2016 | 49 | 2016 |
| Project-Based Learning (PBL) in Science and Technology: A Case Study of Professional Development. S Rosenfeld, Y Ben-Hur | 45 | 2001 |
| High school students’ meta-modeling knowledge D Fortus, Y Shwartz, S Rosenfeld Research in Science Education 46, 787-810, 2016 | 44 | 2016 |
| The context of informal learning in zoos S Rosenfeld Roundtable Reports 4 (2), 1-16, 1979 | 43 | 1979 |
| Understanding the surprise in PBL: An exploration into the learning styles of teachers and their students M Rosenfeld, S Rosenfeld 8th Conference of EARLI-European Association for Research in Learning and …, 1999 | 39 | 1999 |
| Teachers as makers in chemistry education: An exploratory study S Rosenfeld, M Yayon, R Halevi, R Blonder International Journal of Science and Mathematics Education 17, 125-148, 2019 | 20 | 2019 |
| Children's perceptions of the factors that led to their enrolment in advanced, middle-school science programmes A Caspi, P Gorsky, R Nitzani-Hendel, ZC Zacharia, S Rosenfeld, ... International Journal of Science Education 42 (11), 1915-1939, 2020 | 17 | 2020 |
| Visualizing the invisible: The CONNECT Approach for teaching science S Sotiriou, S Anastopoulou, S Rosenfeld, O Aharoni, A Hofstein, F Bogner, ... Sixth IEEE international conference on advanced learning technologies (ICALT …, 2006 | 17 | 2006 |
| Integrating the human element in the responsible research and innovation framework into systems thinking approaches for teachers’ professional development R Blonder, S Rosenfeld Journal of Chemical Education 96 (12), 2700-2703, 2019 | 13 | 2019 |
| Understanding teachers with extreme individual learning differences: developing more effective teachers M Rosenfeld, S Rosenfeld Teaching Education 19 (1), 21-41, 2008 | 13 | 2008 |
| Understanding the" surprises M Rosenfeld, S Rosenfeld PBL: An exploration into the learning styles of teachers and their students …, 1998 | 13 | 1998 |
Melodie RosenfeldLecturer, Talpiot Academic Teachers' College, Israel在 talpiot.ac.il 的电子邮件经过验证
