Dr. Debora Marchak

My research interests pertain to integrative interdisciplinary learning contexts in science education as pedagogical spaces that address the cognitive, affective, and social aspects of learning science holistically and support conceptual understanding as well as the development of core skills, such as creative and critical thinking, communication, and collaboration.

I am particularly interested in learning contexts where artistic and creative elements and methodologies are integrated into the various STEM disciplines, at teaching, learning, and assessment levels.

In order to design suitable learning environments, I developed a neuropedagogy-based, arts-integrated model (NP-MLG) for instructional design in chemistry, which has been disseminated nationwide since 2020 for the high school level. I continue to expand this approach by adapting it to other disciplines and levels, and exploring its implementation and impact on both students’ learning (high school and undergraduate) and teachers’ professional development.

In a related line of research, I examine the impact of learning as it emerges in non-formal and informal interdisciplinary learning contexts, such as STEAM activities and ArtScience collaborations, on various aspects of the learning process and on participants’ experiences and motivation to re-engage with science in the future. Regarding educators, my research focuses on the relationship between creative pedagogies (creative teaching) and teaching for creativity.

• Instructional Design Strategies to develop Integrative Interdisciplinary Learning Contexts through the Neuropedagogical Lens for Science Education: Exploring how neuropedagogical principles, which address cognitive, affective, and social aspects of learning, can be implemented in science education through research-based design of interdisciplinary learning contexts, particularly those that integrate arts into science education.

• Implementation of Interdisciplinary Learning Contexts in formal and non-formal Science Education: Investigating the integration of science with other disciplines, particularly the arts, at the implementational level, and its effect on conceptual, procedural, and epistemic knowledge, as well as motivation, creative scientific thinking, and communication.

• Teacher and Pre-service Teacher Professional Development regarding Implementation of Creative Approaches to Teaching Science: Exploring the beliefs, experiences, and contextual factors that influence teachers’ decisions about implementing interdisciplinary and creative pedagogies, and how these are finally implemented in real educational contexts. Exploring strategies to promote the development of pedagogical creativity in STEM teachers and lecturers, as well as developing ways of assessing its development. Understanding how teachers translate creativity theories and strategies into practice.

• Integrative Interdisciplinary Learning as Facilitator of Inclusion in Education: Designing and evaluating educational support that makes STEAM learning accessible and relevant to students and teachers from diverse cultural, linguistic, and socioeconomic backgrounds, thereby striving for equity in the development of core 21st-century skills.

• ArtScience Collaborations as a Model for Integrative Interdisciplinarity: Investigating collaborations between artists and scientists in informal and non-formal settings from content, procedural, and epistemic perspectives, with the aim of conceptualizing a core unifying model for integrative STEAM learning.

Selected Publications:

Shwartz, Y., Eidin, E., Marchak, D., Kesner, M., Avraham Green, N., Marom, E., Cahen, D., Hofstein A. & Dori, Y.J. (2020) A Holistic Approach to Incorporating Sustainability into Chemistry Education in Israel. In: "Creating a Balanced World: Incorporating Sustainability into Chemical Education". American Chemical Society (ACS), Symposium Series Volume, Chapter 10, pp 125-160.

Marchak, D. & Shvarts-Serebro, I. (2021) The Multidisciplinary Learning Grid: A Conceptual Space to Develop Neuropedagogy-based, Arts-integrated Chemistry Activities. In The Arts of the Grid: Interdisciplinary Insights on Gridded Modalities in Conversation with the Arts. Edited by: Liora Bigon, Nava Shaked. Art History series. Berlin: De Gruyter, Chapter 14, pp 204-224.

Marchak, D., Shvarts-Serebro, I. & Blonder, R. (2021). Crafting molecular geometries: Implications of neuro-pedagogy on teaching chemical content. Journal of Chemical Education, 98 (4), 1321-1327

Marchak, D., Shvarts-Serebro, I. & Blonder, R. (2021) Teaching Chemistry by a Creative Approach - Adapting a Teachers’ Course for Active Remote Learning. Journal of Chemical Education, 98 (9), 2809-2819

Marchak, D., Kesner, M. & Frailich, M. (2023) Integrating Web-Based Learning to Make Industrial and Everyday Life Chemistry Accessible to High School Chemistry Students. In: “Digital Learning and Teaching in Chemistry: An International and Inclusive Approach”. Edited by: Yehudit Judy Dori, Courtney Ngai, and Gabriela Szteinberg, a Royal Society of Chemistry (RSC), Chapter 11, pp 127-140.

Eidin, E., & Marchak, D. (2025). The World Needs Phosphates, But Who is Going to Pay the Price? In “Justice-Oriented Science Teaching and Learning: Anchoring Phenomena in Secondary Classrooms”. Edited by: D. Steele & A. Mercier, Springer Nature.

Marchak, D., Blonder, R., & Jones, G. (2025) Overview. Chapter in “Aesthetics, Affect, and Making Meaning in Science Education” (1st ed.). Edited by: Wickman, P. O., Prain, V., & Tytler, R. Routledge.

Rap, S., Blonder, R., Bodas, M., & Marchak, D. (2025). Can chemistry knowledge influence student behavior? A neuropedagogy-based intervention as good practice to address cognitive and affective learning factors. Chemistry Teacher International, 2025.

Marchak, D., Kesner, M., Rosenfeld, S., & Blonder, R. (2026). Exploring motivational mechanisms to learn in a national chemistry projects competition: lessons from a retrospective study. Disciplinary and Interdisciplinary Science Education Research, 8(1), 8.

Marchak, D., Shvarts-Serebro, I., & Traube, T. (2026). Design and Implementation of a Neuropedagogy-Based Intervention to Foster Organic Chemistry-Related Visual Literacy Skills. Journal of Chemical Education, 103, 1, 212–222.

Shvalb, A. & Marchak, D. (2026 - accepted). Creating Visuals as Ways of Knowing in Undergraduate Polymer Chemistry - Reflections on a Neuropedagogy-based Approach to Infographics as Epistemic Practices. Journal of Visual Literacy, Special Issue on Visual Creativity.

Publications for the Israeli Chemistry Teachers Professional Journal “Alchemy” (in Hebrew):

Sfrinchak, E., Shenar, I., Marchak, D. & Teitelbaum, D. (2025). Chemistry, what to do with it? Alchemy, 42. 31-33. (in Hebrew, ״כימיה, מה עושים עם זה?״)

https://chemcenter.weizmann.ac.il/_Uploads/dbsAttachedFiles/42-31-masa.pdf

Sachyani, D., & Marchak, D., (2023). We Have Click Chemistry! Alchemy, 40. 28-33. (in Hebrew, ״יש לנו כימיה בקליק!״)

https://chemcenter.weizmann.ac.il/_Uploads/dbsAttachedFiles/klick.pdf#page=6.00

Mamlok-Naaman, R., Marchak, D., Akons, S. (2022). Stepping out of your comfort zone - What did chemistry teachers discover during the coronavirus pandemic? Alchemy, 37. 15-18. (in Hebrew, ״ יציאה מאזור הנוחות - מה גילו מורים לכימיה בתקופת הקורונה?״)

https://chemcenter.weizmann.ac.il/_Uploads/dbsAttachedFiles/37-15-18.pdf

Marchak, D., (2019). Chemistry and Art in a Community Meeting. Alchemy, 33-34. 16-21. (in Hebrew, ״כימיה ואומנות במפגש קהילתי״)

https://chemcenter.weizmann.ac.il/_Uploads/dbsAttachedFiles/16.pdf