1. Feldman, A., Belova, N., Eilks, I., Kapanadze, M., Mamlok-Naaman, R., Rauch, 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.·       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·
4. 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.
5. 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.
6. 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
7. 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: 21125/inted.2020.0828, (pp. 2768-2773)
8. 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: 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)
9. 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
10. 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)
11. Sheety, A., Kapanadze, M. & Joubran, F., (2017) High School Teachers’ Perceptions Regarding Inquiry-Based Curricula in United States, Georgia, and Israel. In: Roofe, C. Bezzina (eds.), Intercultural Studies of Curriculum, DOI 10.1007/978-3-319-60897-6_4, Palgrave, Macmillan
12. 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)
13. 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)
14. 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)
15. 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)
16. 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)
17. 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).
18. 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)
19. 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).
20. 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)
21. 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)
22. 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)
23. 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
24. 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
25. 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)
26. 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)
27. 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)
28. Kapanadze, Marika., (2012) The Impact of the TEMPUS-project SALiS from the Perspective of Georgia. In: Chemistry in Action 97 (2012), (pp. 35-36)
29. 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)
30. 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)
31. Kapanadze M, Eilks I, Janashia S, Markis S, Stucky M, (2011) SALiS: Promoting Student Active Learning in Science, GDCP Jahrestagungsband, Oldenburg, Deutschland, 2011
32. 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)
33. Kapanadze, M., Janashia, S., Eilks, I., (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)
34. Kapanadze M., Slovinskaya , 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)
35. Griko Yu.V, Kapanadze M.Z. (1995) Purification and characterization of human pancreatic polypeptide expressed in E. coli., Biochemical and biophysical research communications, 213 (1), USA, 1995
36. Kapanadze M.Z., Griko Yu.V., Privalov P.L. (1993) Production of Human Pancreatic Polypeptide in E. coli as a fusion of CRO repressor pfage Proceedings of 37th Annual Conference of Biophysical Society, Washington, USA, 1993

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