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
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
Watted, A., & Barak, M. (2018). Motivating factors of MOOC completers: Comparing between university-affiliated students and general participants. The Internet and Higher Education, 37, 11-20.
Barak, M., & Asakle, S. (2018). AugmentedWorld: Facilitating the creation of location-based questions. Computers & Education, 121, 89-99. https://doi.org/10.1016/j.compedu.2018.02.014
Barak, M. (2018). Are digital natives open to change? Examining flexible thinking and resistance to change. Computers & Education, 121, 115-123. https://doi.org/10.1016/j.compedu.2018.01.016
Usher, M., & Barak, M. (2018). Peer assessment in a project-based engineering course: Comparing between on-campus and online learning environments. Assessment and Evaluation in Higher Education, 43(5), 745-759. https://doi.org/10.1080/02602938.2017.1405238
Barak, M. & Usher, M. (2019). The innovation profile of nanotechnology team projects of face-to-face and online learners. Computers & Education, 137, 1-11. https://doi.org/10.1016/j.compedu.2019.03.012
Barak, M., Watted, A., & Haick, H. (2020). Establishing the validity and reliability of a modified tool for assessing innovative thinking of engineering students. Assessment and Evaluation in Higher Education 45(2), 212-223. DOI:10.1080/02602938.2019.1620680
Usher, M., & Barak, M. (2020). Team diversity as a predictor of innovation in projects of online and face-to-face learners. Computers & Education, 144, 103702. https://doi.org/10.1016/j.compedu.2019.103702
Barak, M. & Green G. (2020). Novice researchers’ expectations and views regarding online ethics education and the design components that may foster ethical practice. Science and Engineering Ethics, 26(3), 1403-1421. DOI: 10.1007/s11948-019-00169-1.
Da'as, R., Watted, A., & Barak, M. (2020) Teacher's withdrawal behavior: examining the impact of principals’ innovative behavior and climate of organizational learning. International Journal of Educational Management, 34(8), 1339-1355. DOI: 10.1108/IJEM-12-2019-0449.
Morad, S., Ragonis, N., & Barak, M. (2021). The validity and reliability of a tool for measuring educational innovative thinking skills. Teaching and Teacher Education, 97, 103193, https://doi.org/10.1016/j.tate.2020.103193.
Barak, M. & Yuan, S. (2021). A cultural perspective to project-based learning and the cultivation of innovative thinking. Thinking Skills and Creativity, 39, 100766, https://doi.org/10.1016/j.tsc.2020.100766.
Barak, M. & Green G. (2021). Applying a social constructivist approach to an online course in ethics of research. Science and Engineering Ethics, 27(1). DOI: 10.1007/s11948-021-00280-2
Morad, S., Ragonis, N., & Barak, M. (2021). An integrative conceptual model of innovation and innovative thinking based on a synthesis of a literature review. Thinking Skills and Creativity, 40, 10082. DOI: 10.1016/j.tsc.2021.100824
Usher, M., Barak, M. & Haick, H. (2021). Online vs. on-campus engineering education: examining students' perceived innovative thinking and actual innovation. Thinking skills and Creativity, 42, 100965. DOI:10.1016/j.tsc.2021.100965
Barak, M. & Usher, M. (2022) The innovation level of engineering students’ team projects in hybrid and MOOC environments. European Journal of Engineering Education, 47(2), 299-313. DOI: 10.1080/03043797.2021.1920889.
Asakle S. & Barak, M. (2022). Location-based learning and its effect on students’ understanding of Newton’s laws of motion. Journal of Science Education and Technology, 31, 403–413. DOI:10.1007/s10956-022-09963-2.
Barak, M. & Shahab, C. (2022). The conceptualization of critical thinking: Toward a culturally-sensitive framework for technology-enhanced instruction in higher education. Journal of Science Education and Technology, DOI:10.1007/s10956-022-09999-4.
Barak, M., Yachin T., & Erduran, S. (2023). Tracing preservice teachers’ understanding of nature of science through their drawings and writing. Research in Science Education, 53, 507–523. DOI:10.1007/s11165-022-10069-3.
Ginzburg, T. & Barak, M. (2023). Technology-enhanced learning and its association with motivation to learn science from a cross-cultural perspective. Journal of Science Education and Technology, 32, 597–606. DOI:10.1007/s10956-023-10048-x.
Barak, M. (2023). Editorial: The family resemblance approach in science education. Science & Education, 32, 1221-1225. DOI:10.1007/s11191-023-00456-1
Yachin T. & Barak, M. (2024). Science-based educational escape games: A game-design methodology. Research in Science Education, 54, 299–313. DOI:10.1007/s11165-023-10143-4
Watted, A. & Barak, M. (2024). The Engagement and Challenges of xMOOC versus cMOOC students. Journal of Educators Online 21(2). DOI:10.9743/JEO.2024.21.2.4.
Barak, M., Ginzburg, T., & Erduran, S. (2024). Nature of engineering: A cognitive and epistemic account with implications for engineering education. Science & Education 33(3), 679-697. DOI:10.1007/s11191-022-00402-7.
