**Peer-reviewed articles**

1. R. Rodeh, N. De-Groot, Glutamic Acid Activation by Rat Liver "PH 5 enzyme". *Israel Journal of Chemistry*, *1*, 62, 1963.

2. R. Rodeh, M. Feldman, U.Z. Littauer, Properties of Soluble RNA Methylase from Rat Liver*. Biochemistry*, *6*, 451-460, 1967.

3. R. (Rodeh) Stavy, L. Stavy, E. Galun, Protein Synthesis in Aged and Young Zones of Trichoderma Colonies*. Biochem. Biophys. Acta*, *217*, 468-476, 1972.

4. R. (Rodeh) Stavy, E. Galun, J. Gressel, Morphogensis in Trichoderma: RNA-DNA Hybridization Studies*. Biochem. Biophys. Acta*, *259*, 321-329, 1972.

5. R. Stavy, Y. Ben-Shaul, E. Galun, Nuclear Envelopes Isolation in Peas. *Biochem. Biophys. Acta*, *323*, 167-177, 1973.

6. E. Kaplan, V. Bar, M. Halpern, D. Stachel, R. Stavy, A.Terkel, R. Zuzovsky, N. Orpaz, D. Chen, Matal: The Israel Elementary Science Project - A Retrospective. *European Journal of Science Education*, *2*, 395-406, 1980.

7. R. Stavy, B. Berkovitz, Cognitive Conflict as a Basis for Teaching Quantitative Aspects of the Concept of Temperature*. Science Education*, *64*, 679-692, 1980.

8. R. Stavy, Teaching Inverse Function Via the Concentration of Salt Water Solution*. Archives de Psychologie*, *49*, 267-287, 1981.

9. R. Stavy, D. Stachel, Children's Conception of Changes in the State of Matter: From Solid to Liquid. *Archives de Psychologie*, *53*, 331-344, 1985.

10. R. Stavy, D. Stachel, Children's Ideas about "Solid" and "Liquid"*. European* *Journal of Science Education*, *7*, 407-421, 1985.

11. R. Shamai, R. Stavy, Teaching an Introductory *Course* in Qualitative Analysis in Order to Enhance Learning General Chemistry. *Journal of Chemical Education*, *63*, 707-708, 1986.

12. D. Stachel, R. Stavy, The Effect of Teaching on the Understanding of the Concepts 'Liquid' and 'Solid' by Kindergarden Children. *ERIC Clearinghouse for Mathematics and Environmental Education (ERIC/SMEAC), Resources in Education*, *ED-291*, 557, 1986.

13. R. Stavy, Y. Eisen, D. Yaakobi, How Students Aged 13-15 Understand Photosynthesis*. International Journal of Science Education*, *9*, 105-115, 1987.

14. Y. Eisen, R. Stavy, Students' Understanding of Photosynthesis and Related Concepts. *American Biology Teacher*, *50*, 208-212, 1988.

15. R. Stavy, Childrens' Conception of Gas*. International Journal of Science Education,* *10*, 553-560, 1988.

16. R. Stavy, N. Wax, Childrens' Conception of Plants as Living Things. *Human Development*, *32*, 88-94, 1989.

17. E. Fischbein, R. Stavy, H. Ma-Naim, The Psychological Structure of Naive Impetus Conceptions*. International Journal of Science Education*, *11*, 71-81, 1989.

18. R. Stavy, Children's Conception of Changes in the State of Matter: From Liquid (or Solid) to Gas. *Journal of Research in Science Teaching*, *27*, 247-266, 1990.

19. E. Fischbein, D. Tirosh, R. Stavy, A. Oster, The Autonomy of Mental Models. *For the Teaching of Mathematics*, *10*, 23-30, 1990.

20. R. Nachmias, R. Stavy, R. Avrams, A Microcomputer-Based Diagnostic System for Identifying Students' Conceptions of Heat and Temperature. *International Journal of Science Education*, *12*, 123-132, 1990.

21. R. Stavy, Pupils' Problems in Understanding Conservation of Matter. *International Journal of Science Education*, *12*, 501-512, 1990.

22. R. Stavy, Using Analogy to Overcome Misconceptions about Conservation of Matter*. Journal of Research in Science Teaching*, *28*, 305-313, 1991.

23. R. Stavy, Children's Ideas about Matter*. School Science and Mathematics*, *91*, 240-244, 1991.

24. Y. Eisen, R. Stavy, Material Cycles in Nature: A New Approach to Teaching Photosynthesis in Junior High School. *American Biology Teacher*, *54*, 339-342, 1992.

25. D. Tirosh, R. Stavy, Students' Ability to Confine Their Application of Knowledge: The Case of Mathematics and Science*. School Science and Mathematics*, *92*, 353-358, 1992.

26. R. Stavy, D. Tirosh, Overgeneralization in Mathematics and Science: The Effect of External Similarity*. International Journal of Mathematical Education in Science and Technology*, *32*, 239-248, 1992.

27. R. Stavy, D. Tirosh, Aiding Students in Confining the Use of Mental Models: An Example from Chemistry and Mathematics*. Chimica Didactica*, *19*, 5-20, 1993.

28. Y. Eisen, R. Stavy, How to Make the Learning of Photosynthesis More Relevant. *International Journal of Science Education*, *15*, 117-125, 1993.

29. R. Stavy, D. Tirosh, Subdivision Processes in Mathematics and Science. *Journal of Research in Science Teaching*, *30*, 579-586, 1993.

30. R. Stavy, M. Meidav, Z. Asa, Y. Kirsch, Students' Problem-Solving in Mechanics: Preference of a Process-Based Model. *ERIC Clearinghouse for Science, Mathematics and Environmental Education*, *ED-350*, 151, 1991

31. G. Hatano, R.S. Siegler, D.D. Richards, K. Inagaki, R. Stavy, N. Wax, The Development of Biological Knowledge: A Multi-National Study. *Cognitive* *Development*, *8*, 47-62, 1993.

32. R. Stavy, D. Tirosh, When Analogy is Perceived as Such. *Journal of Research in Science Teaching*, *30*, 1229-1239, 1993.

33. R. Stavy, D. Tirosh, P. Buck, On the Division of an Object and a Line Segment - An Investigation About the Consistency of Pupils' Responses*. Chimica Didactica*, *21*, 215-227, 1995.

34. R. Stavy, D. Tirosh, Intuitive Rules in Science and Mathematics: The Case of "More of A - More of B*". International Journal of Science Education*, *18*, 653-667, 1996.

35. D. Tirosh, R. Stavy, Intuitive Rules in Science and Mathematics: The Case of "Everything Can be Divided by Two*". International Journal of Science Education*, *18*, 669-683,1996.

36. R. Stavy, D. Tirosh, The Role of Intuitive Rules in Science and Mathematics Education. *European Journal of Teacher Education,* *19*, 109-119, 1996.

37. D. Tirosh, R. Stavy, S. Cohen, Cognitive Conflict and intuitive rules. *International Journal of Science Education,* *20*, 1257-1269, 1998.

38. D. Tirosh, R. Stavy, M. Aboulafia, Is it possible to confine the application of the intuitive rule: "Subdivision processes can always be repeated"*. International Journal of Mathematics Education in Science and Technology*, *29*, 813-815, 1998.

39. P. Tamir, R. Stavy, N. Ratner, Teaching science by inquiry assessment and learning. *Journal of Biological Education*, *33*, 27-32, 1998.

40. D. Tirosh, R. Stavy, Intuitive rules: A way to explain and predict students' reasoning. *Educational Studies in Mathematics*,* 38*, 51-66, 1999.

41. D. Tirosh, R. Stavy, Intuitive rules and comparison tasks*. International Journal of Mathematics Teaching and Learning*, *1*, 179-194, 1999.

42. G. Marbach-Ad, R. Stavy, Students' Cellular and Molecular Explanations of Genetic Phenomena. *Journal of Biological Education*, *34*, 200-205, 2000.

43. G. Marbach-Ad, Y. Rotbain, R. Stavy, Using a bead model to teach high-school molecular biology. *School Science Review*, *87*, 39-52, 2005.

44. Y. Rotbain, G. Marbach-Ad, R. Stavy, Enhancing high-school students’ understanding of molecular genetics by instruction with drawing-based activity. *Journal of Biological Education* *39*, 174-178, 2005

45. Y. Rotbain, G. Marbach-Ad, R. Stavy, The Effect of Bead and Illustration Models on High School Student achievements in Molecular Genetics. *Journal of Research in Science Teaching,* *43*, 500-529, 2006

46. R. Stavy, V. Goel, H. Critchley, R. Dolan, Intuitive interference in quantitative reasoning. *Brain Research, 1073-1074*, 383-388, 2006

47. R. Stavy, R. Babai, D. Tirosh, P. Tsamir, F. L. Lin, C. McRobbie, Are intuitive rules universal*? International Journal of Science and Mathematics Education*, *4*, 417-436, 2006

48. R. Babai, T. Levyadun, R. Stavy, D. Tirosh, Intuitive rules in science and mathematics: A preliminary reaction time study*. International Journal of Mathematics Education in Science and Technology*, *8*, 913-924, 2006

49. M. Osman, R. Stavy, Development of Intuitive Rules: Evaluating the application of the dual process: framework to understanding children’s intuitive reasoning.* Psychonomic Bulletin & Review*, *13*, 935-953, 2006

50. R. Babai, T. Brecher, R. Stavy, D. Tirosh, Intuitive interference in probabilistic reasoning. *International Journal of Science and Mathematics Education**, **4*, 627-639, 2006

51. Y. Rotbain, G. Marbach-Ad, R. Stavy, Using a computer animation to teach high school molecular biology. *Journal of Science Education and Technology, 17*, 49-58, 2008.

52. R. Stavy, R. Babai, Complexity of shapes and quantitative reasoning in geometry. *Mind, Brain, and Education, 2*, 170-176, 2008.

53. R. Babai, H. Zilber, R. Stavy, D. Tirosh, The effect of intervention on accuracy of students' responses and reaction times to geometry problems. *International Journal of Science and Mathematics Education, 8*, 185-201, 2010.

54. R. Babai, R. Sekal, R. Stavy, Persistence of the intuitive conception of living things in adolescence. *Journal of Science Education and Technology, 19*, 20-26, 2010.

55. R. Stavy, R. Babai, Overcoming intuitive interference in mathematics: Insights from behavioral, brain imaging and intervention studies. *ZDM—The International Journal on Mathematics Education, 42*, 621-633, 2010.

56. R. Babai, R. R. Eidelman, R. Stavy, Preactivation of inhibitory control mechanisms hinders intuitive reasoning. International Journal of Science and Mathematics Education, 10, 763-775, 2012.

57. R. Babai, N. Younis, R. Stavy, Involvement of inhibitory control mechanisms in overcoming intuitive interference. *Neuroeducation, 3*, 1-9, 2014.

58. R. Babai, E. Shalev, R. Stavy, A warning intervention improves students’ ability to overcome intuitive interference. *ZDM—The International Journal on Mathematics Education, 47*, 735-745, 2015.

59. R. Stavy, R. Babai, Problem solving in science and mathematics: Reaction time and brain imaging study. *Megamot*, 50, 24-52, 2016 (in Hebrew).

60. R. Babai, L. Nattiv, R. Stavy, Comparison of perimeters: improving students’ performance by increasing the salience of the relevant variable. *ZDM—The International Journal on Mathematics Education, 48*, 367-378, 2016.

61. R. Stavy, R. Babai, A. Y. Kallai. Proportional reasoning, the role of congruity and salience in behavioral and imaging research. *Zeitschrift für Psychologie, 224*, 266-276, 2016.

62. R. Babai, E. Cohen, R. Stavy, Proportional reasoning: Reducing the interference of natural numbers through an intervention based on the problem-solving framework of executive functions. *Neuroeducation, 5*, 109-118, 2018.

63. G. Allaire-Duqutte, R. Babai, R. Stavy, Interventions aimed at overcoming intuitive interference: Insights from brain-imaging and behavioral studies. *Cognitive Processing*, in press.

**Chapters in books **

1. S. Strauss, M. Ankori, N. Orpaz, R. Stavy, Schooling Effects on Proportional Reasoning. In Y. H. Pootinga (Ed.), *Fundamental Issues in Cross Cultural Psychology*. Amsterdam: Swets and Zeitlinger, 128-137, 1976.

2. R. Stavy, S. Strauss, N. Orpaz, C. Carmi, U-Shaped Behavioral Growth in Ratio Comparisons, or That's Funny I Would Not Have Thought You Were U-ish. In S. Strauss, R. Stavy (Eds.), *U-Shaped Behavioral Growth*. New York: Academic Press, 11-36, 1982.

3. S. Strauss, R. Stavy, U-Shaped Behavioral Growth: Implications for Theories of Development. In W. W. Hartup (Ed.), *Review of Child Development Research*. Chicago: University of Chicago Press, 547-599, 1982.

4. R. Stavy, Students' Conception of Matter. In P. Adey, J. Head, M. Shayer (Eds.), *Adolescent Development and School Science*. London: Falmer Press, 273-281, 1988.

5. Y. Eisen, R. Stavy, Development of a New Science Study Unit Following Research on Students' Ideas About Photosynthesis: A Case Study. In P. Adey, J. Head, M. Shayer (Eds.), *Adolescent Development and School Science*. London: Falmer Press, 295-301, 1988.

6. R. Stavy, T. Rager, Students' Conceptions of the Three Dimensions of the Quantity of Matter - Volume, Mass and Number of Particles: Static Systems. In P. L. Lijne, P. Licht, W. de Vos, A. J. Waarlo (Eds.), *Relating Macroscopic Phenomena to Microscopic Pa-rticles - A Central Problem in Secondary Science Education*. University of Utrecht: The Netherlands (CD-α Press), 233-246, 1990.

7. R. Stavy, States of Matter-Pedagogical Sequence and Teaching Strategies Based on Cognitive Research. In P. S. Fensham, R. F. Gunstone, R. T. White (Eds.), *The Content of Science, A Constructivist Approach in Teaching and Learning*. London: The Falmer Press, 221-236, 1994. (invited).

8. R. Stavy, Conceptual Development of Basic Ideas in Chemistry. In S. Glynn, R. Duit (Eds.), *Learning Science in the Schools: Research Reforming Practice*. Hillsdale, NJ: Lawrence Erlbaum, 131-154, 1995. (invited).

9. R. Stavy, Children's conceptions of the states of matter. In M. Michelini, S. P. Jona, D. Cobai (Eds.), *Teaching the Science of Condensed Matter and New Materials*. Udine, Italy: Forum, 81-94, 1996. (invited)

10. R. Stavy, D. Tirosh. Hacia una Teoria de las Reglas Intuitivas: El Caso de "a mas A, mas B". In M. Benlloch (Ed), *La Education Cientifica**: Mis alla de la Escuela.*

Paidos, Barcelona, 2001.

11. P. Tsamir, D. Tirosh, R. Stavy, I. Ronen. Intuitive rules: A theory and its implications to mathematics and science teacher education. In H. Behrendt, H. Dahncke, R. Duit, W. Gruber, M. Komorek, A. Kross & P. Reiska (Eds.), Research in Science Education - Past, Present and Future (pp. 167-175). Dordrecht,: The Netherlands: Kluwer, 2001.

12. D. Tirosh, R. Stavy, P. Tsamir. Using the Intuitive Rules Theory as a Basis for Educating Teachers. In F. L. Lin, T. Cooney (Eds.), *Making Sense of Mathematics Education*. Kluwer Academic Publishers, 2001.

13. R. Stavy, P. Tsamir, D. Tirosh. Intuitive Rules: The Case of "More A-more B". In M. Limon and L. Mason (Eds.), *Reconsidering Conceptual Change: Issues in Theory and Practice*. Kluwer Academic Publishers, 2002.

14. R., Stavy, & R., Babai. The fallacy of intuitive thinking in science. In A. Henik (Ed.) *Neuroscience, Cognition and Education final report*, pp 119-156, 2009. (in Hebrew).

15. R. Stavy, & D. Tirosh. Alternative Conceptions and Intuitive Rules. In R. Gunstone (Ed), Encyclopedia of Science Education. Springer Netherlands, 2014. DOI: 10.1007/978-94-007-6165-0

16. R. Babai, & R., Stavy. Intuitive interference in science and mathematics education. In Z. Smyrnaiou, M. Riopel, & M. Sotiriou (Eds.) *Recent Advances in Science and Technology Education, Ranging from Modern Pedagogies to Neuroeducation and Assessment*, 2015. Cambridge Scholars Publishing.

17. R., Stavy, & R., Babai. Discrete and continuous presentation of quantities in science and mathematics education. In A Henik (Ed.) *Continuous Issues In Numerical Cognition: How Many Or How Much*, submitted.

**Books **

1. S. Strauss, R. Stavy, *U-Shaped Behavioral Growth.* New York: Academic Press, 1982.

2. R. Stavy, D. Tirosh. *Studies in Science and Mathematics Education*. Ramot Publishing Co., Tel Aviv University, Israel, (In Hebrew), 1996.

3. R. Stavy, *Children's’ Knowledge of Science: Developmental and Instructional Aspects*. Ramot Publishing Co., Tel Aviv University, Israel (in Hebrew), 1998.

4. R. Stavy, D. Tirosh, *Theories and Practice in Science, Mathematics and Technology Education*. Ramot Publishing Co., Tel Aviv University, Israel, (In Hebrew), 1998.

5. R. Stavy, D. Tirosh, *How Students (Mis-)Understand Science and Mathematics: Intuitive Rules*. Teachers College Press, USA, 2000.

**Textbooks**

1. R. Stavy, D. Stachel, *Solid is Something Hard, The Concepts Solid and Liquid: Development and Learning*. Ramot Publishing Co., Tel Aviv University, Israel (in Hebrew), 1986.

2. R. Stavy, Y. Eisen, *And So on and So Forth …* *Material Cycles in Nature.* Am Oved Publisher Ltd, Tel Aviv, Israel (in Hebrew), 1989.

3. Y. Eisen, R. Stavy, *Round and Round: The development of concepts related to photosynthesis in students' thinking and in the history of science*. Ramot Publishing Co., Tel Aviv University, Israel (in Hebrew), 1992.

4. M. Meidav, H. Netzer, R. Stavy, *Our Universe: Stars, Nebulae, Galaxies.* Ramot Publishing Co., Tel Aviv University, Israel (in Hebrew), 2002.

**Curriculum materials **

12 Science Curriculum Units for elementary and junior high school students (e.g. in the topics of States of Matter and Change of State; Chemical Solutions; Heat and Temperature; Photosynthesis).