პუბლიკაციები: 

1. Feldman, A., Belova, N., Eilks, I., Kapanadze, M., Mamlok-Naaman, R., Rauch, F., & Taşar, M. F. (2025). Science Teacher Action Research in Top Tier Science Education Journals: A Review of the Literature. Journal of Science Teacher Education, 36(1) 1-27. https://doi.org/10.1080/1046560X.2024.2366713
2. Mgeladze, A., Kapanadze, M., & Chakhaia, L. (2024). From Measuring to Action: The Next Steps in Physics Teachers’ Technological Pedagogical Content Knowledge. Science Education International, 35(4), 429-438.
3. Javakhishvili, N., Kapanadze, M., & Dzagania, L. (2024). Individual, Vocational, and Societal Dimensions of Relevance of Science Education. Science Education International, 35(1), 40-53.
4. Kapanadze, M., Javakhishvili, N., & Dzagania, L. (2023). Investigating the relationship between students' interest in physics and environmental attitudes in Georgia. EURASIA Journal of Mathematics, Science and Technology Education, 19(8), em2308. https://doi.org/10.29333/ejmste/13429
5. Kapanadze, M., Jonas-Ahrend, G., Mazzolini, A., and Joubran, F. (2023) Evaluation of Physics Textbooks, in The International Handbook of Physics Education Research: Special Topics, edited by M. F. Taşar and P. R. L. Heron. (pp. 17-1–17-30), AIP Publishing, Melville, New York.
6.   Feldman, A., Belova, N., Eilks, I., Kapanadze, M., Mamlok-Naaman, R., Rauch, F., & Taşar, M. F. (2022). Action Research: A Promising Strategy for Science Teacher Education. In Handbook of Research on Science Teacher Education (pp. 352-362). Routledge.
7. Slovinsky, E., Kapanadze, M., & Bolte, C. (2021). The Effect of a Socio-Scientific Context-Based Science Teaching Program on Motivational Aspects of the Learning Environment. EURASIA Journal of Mathematics, Science and Technology Education, 17(8), em1992.   https://doi.org/10.29333/ejmste/11070
8. Nadiradze, L., Kapanadze, M., Kvirkvelia, B. (2020) Use of Technologies, as the effective instrument for enhancing of motivation in the process of Physics Teaching, INTED2020 Proceedings, ISBN: 978-84-09-17939-8, ISSN: 2340-1079, DOI: 10.21125/inted.2020.0828, (pp. 2768-2773)
9. Eilks, I., Frerichs, N., Kapanadze, M., Laudonia, I., Krause, M. und Rauch, F. (2020) ARTIST – Eine internationale Kooperation zur Stärkung von Aktionsforschung in der Lehrer/innenbildung. In: A. Habicher, C. Juen-Kretschmer, T. Kosler, C. Lechner, C. Oberhauser, A. Oberrauch, M. Tursky-Philadelphy, F. Rauch, & A. Schuster (Ed.), Nachhaltige Bildung, Wien:Präsens (2020), (pp. 169 – 183)
10. Kapanadze, M. (2019) Implementation of the Chain Reaction project in Georgia. In: S. Bevins (eds.), L. Lehane (eds.) & J. Booth (eds.), Comparative Perspectives on Inquiry-Based Science Education. IGI Global Publishing, DOI 10.4018/978-1-5225-5439-4
11. Eilks, I., Freirichs, N. & Kapanadze, M. (2018) Action Research to Innovate Science Teaching. In: I. Eilks, S. Markic & B. Ralle (eds.), Building Bridges Across Disciplines, Publisher: Aachen, Shaker, (pp. 191-196)
12. Sheety, A., Kapanadze, M. & Joubran, F., (2017) High School Teachers’ Perceptions Regarding Inquiry-Based Curricula in United States, Georgia, and Israel. In: C. Roofe, C. Bezzina (eds.), Intercultural Studies of Curriculum, DOI 10.1007/978-3-319-60897-6_4, Palgrave, Macmillan
13. Kapanadze, M., Slovinsky E. & Bagatrishvili, N., (2016) Pupils Research Briefs – Implementation of the project Chain Reaction in Georgia. In: I. Eilks, S. Markic & B. Ralle (eds.), Science Education Research and Practical Work, Publisher: Aachen, Shaker, (pp. 71 -80)
14. Kapanadze, M., Bolte, C., Schulte, Th., Slovinsky, E., (2015) Stakeholders’ Views on Science Education - Curricular Delphi Study in Georgia. American Educational Research Journal 3(7), (pp. 897-906)
15. Kapanadze, M., Bolte, C., Schneider, V., Slovinsky, E., (2015) Enhancing Science Teachers’ Continuous Professional Development in the Field of IBSE and other Aspects of Innovative Science Lessons. Journal of Baltic Science Education, 2015, Vol.14, (2), (pp. 254 -266)
16. Kapanadze, Marika, Slovinsky Ekaterine; (2014) Science Education for Sustainable Development and Project Chain Reaction in Georgia, In: I. Eilks, S. Markic, & B. Ralle (eds.), Science Education Research and Education for Sustainable Development, Publisher: Aachen: Shaker (2014), (pp. 291-296)
17. Kapanadze, M., & Slovinsky, E., (2014). Stakeholders’ Views on Science Education in Georgia – Curricular Delphi Study. In: C. Bolte, J. Holbrook, R., Mamlok-Naaman, & F. Rauch, (Eds.). Science Teachers’ Continuous Professional Development in Europe. Case Studies from the PROFILES Project (pp. 24 - 30). Berlin: Freie Universität Berlin (Germany) / Klagenfurt: Alpen-Adria-Universität Klagenfurt (Austria)
18. Kapanadze, M., & Slovinsky, E., (2014). Teacher’ Owenership towards developing new PROFILES Modules. In: C. Bolte, & F. Rauch, (Eds.). Enhancing Inquiry-based Science Education and Teachers’ Continuous Professional development in Europe: Insights and Reflections on the PROFILES Project and other PROJECTS funded by the EUROPEAN Commission.  (pp. 118 - 121) Berlin: Freie Universität Berlin (Germany) / Klagenfurt: Alpen-Adria-Universität Klagenfurt (Austria).
19. Kapanadze, M., Eilks, I.; (2014) Supporting Reform in Science Education in Central and Eastern Europe - Reflections and Perspectives from the Project TEMPUS-SALiS, Eurasia Journal of Mathematics, Science & Technology Education, 2014, 10(1), (pp. 47-58)
20. Kapanadze, M., & Slovinsky, E., (2014). Inquiry-based Science Education within the Project PROFILES in Georgia. In: C. Bolte, & F. Rauch, (Eds.). Enhancing Inquiry-based Science Education and Teachers’ Continuous Professional development in Europe: Insights and Reflections on the PROFILES Project and other PROJECTS funded by the EUROPEAN Commission.  (pp. 112 - 118). Berlin: Freie Universität Berlin (Germany) / Klagenfurt: Alpen-Adria-Universität Klagenfurt (Austria).
21. Kapanadze, Marika; Markic Silvjia., (2013) A broad view on Georgian science teachers´ and science student teachers` beliefs about teaching and learning. Eurasia Journal of Mathematics, Science & Technology Education, 2013, 9(2), (pp. 143-154)
22. Eilks, I., Kapanadze, M., (2013) Student Active Learning in Science (SALiS) - The theoretical and organisational framework of a TEMPUS IV project. In: Chimica nella Scuola (2013)
23. Schneider, V., Kapanadze, M., Bolte, C., Slovinsky, E.: (2013) Project PROFILES and Development of In-service Teachers’ “Stages of Concerns” Regarding IBSE in the Context of the Implementation of PROFILES Modules in Georgia. Proceedings of the International Conference on Physics Education, ICPE-EPEC, 2013, Prague, (pp.1039 – 1043)
24. Shulte Theresa; Bolte Claus; Kapanadze Marika & Co. (2013) A Comparative Analysis of Stakeholders’ Views on Science Education from five Different PROFILES Partner Countries – Results of the Second Round of the PROFILES Curricular Delphi Study on Science Education. In: Proceedings of the 10th ESERA Conference, 2013, Nicosia
25. Kapanadze, Marika; Janashia, Simon; Makashvili, Malkhaz; Eilks, Ingo; Stuckey, Marc; Markic, Silvija., (2012) Promoting student-active and inquiry-based science learning by the project SALiS. In: Proceedings of the 9th ESERA Conference, Lyon 2011
26. Kapanadze, Marika; Janashia, Simon; Makashvili, Malkhaz; Eilks, Ingo; Stuckey, Marc; Markic, Silvija., (2012) Schüleraktives und Inquiry-orientiertes Lehren und Lernen fördern im TEMPUS-Projekt SALiS. In: D. Höttecke (Hrsg.), Konzepte fachdidaktischer Strukturierung für den Unterricht, Münster: Lit (2012), (pp. 586-588)
27. Kapanadze, Marika; Janashia, Simon; Eilks, Ingo., (2012) Science teacher education by the cross regional TEMPUS-project SALiS. In: S. Markic, I. Eilks, D. di Fuccia, & B. Ralle (eds.), Heterogeneity and Cultural Diversity in Science Education and Science Education Research, Aachen: Shaker (2012), (pp. 215-218)
28. Eilks, Ingo; Kapanadze, Marika; Childs, Peter E., (2012) Student Active Learning in Science (SALiS) - An introduction to the special issue. In: Chemistry in Action 97 (2012), (pp. 5-7a)
29. Kapanadze, Marika., (2012) The Impact of the TEMPUS-project SALiS from the Perspective of Georgia. In: Chemistry in Action 97 (2012), (pp. 35-36)
30. Eilks, Ingo; Kapanadze, Marika., (2012) Student Active Learning in Science (SALiS) The theoretical and organisational framework of a TEMPUS IV project. In: Collection of papers of the SALiS final conference, Tbilisi/GE (2012), (pp. 6-9)
31. Kapanadze, M., (2011), Computersimulationen in Unterricht, GDCP Jahrestagungsband, Potsdam, In: D. Höttecke (Hrsg.), Naturwissenschaftliche Bildung als Beitrag zur Gestaltung partizipativer Demokratie, Berlin: Lit (2011), (pp. 525-527)
32. Kapanadze M, Eilks I, Janashia S, Markis S, Stucky M, (2011) SALiS: Promoting Student Active Learning in Science, GDCP Jahrestagungsband, Oldenburg, Deutschland, 2011
33. Kapanadze M., Tsereteli M. (2010) Naturwissenschaftliches Denken in der Lehrerausbildung von Georgien, GDCP Jahrestagungsband, Dresden, In: D. Höttecke (Hrsg.), Entwicklung naturwissenschaftlichen Denkens zwischen Phänomen und Systematik, Berlin: Lit (2010), (pp. 464-466)
34. Kapanadze, Marika; Janashia, Simon; Eilks, Ingo, (2010) From science education in the soviet time, via national reform initiatives, towards an international network to support inquiry-based science education - The case of Georgia and the project SALiS. In: I. Eilks & B. Ralle (eds.), Contemporary science education, Aachen: Shaker (2010), (pp. 237-242)
35. Kapanadze M., Slovinskaya E., Saginadze N. (2009) Schwerpunkte der Entwicklung der Lehrerstandards in Georgien, GDCP Jahrestagungsband, Schwebisch-Gmuend, In: D. Höttecke (Hrsg.), Chemie- und Physikdidaktik für die Lehramtsausbildung, Berlin: Lit (2009), (pp. 472-473)