SCHOOL OF BUSINESS,
TECNOLOGY AND EDUCATION
ILIA STATE UNIVERSITY

Direction:Education
Position:Full Professor





Marika Kapanadze successfully graduated Tbilisi State University, as a Biophysicist, and continued her education at the Institute of Protein Research of the Academy of Sciences of Russia. She defended her dissertation on a topic ’’Investigation of Stability of Mutants of Human Pancreatic Polypeptide.’’ From 2004 she actively works in science education. From 2008 she is a professor in Science Education at Ilia State University. Together with the pedagogical activities she coordinates implementation of different projects in Science Education in Georgia, such as FP7 projects – PROFILES and Chain Reaction, funded by EU commission. In 2010-2012 she was the first Georgian TEMPUS project coordinator. Currently she is implementing ERASMUS+ project ESTA in Georgia. In the frame of different projects, she conducted lectures at the universities in Europe. Among these universities are – University of Bremen (Germany), University of Limerick (Ireland), University of Klagenfurt (Austria), University of Malta (Malta), Linnaeus University (Sweden).  She got DAAD scholarship and conducted research activities at Free University of Berlin. She is a member of Editorial Board of several scientific peer-reviewed journals and founder and editor of international peer-reviewed journal ARISE. She cooperates with many European and American universities and conducts joint studies. She got scholarship from the University of Michigan for joint research for Fall Semester, 2018. She is an author of many scientific publications.

Scientific interests / research interests

  • Inquiry Based Education and its Role for Learning Process
  • Modern Approaches for Teaching and Learning
  • Students Motivation for Science Learning
  • Development of Science Teachers Attitudes

  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 Education17(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

Books

In Georgian language:

  1. National Curricula, 2005 – 2009
  2. Teacher Professional Standards, 2008
  3. Vocabulary of Terminology, 1st part, 2007
  4. Materials for the teachers, 1st part, 2007
  5. Materials for the teachers, 2nd part, 2008
  6. Hoe can we teach the students to think, 2008
  7. Problem based Learning, 2008
  8. Lets Sudy Together, Book of Inclusive Education, 2008
  9. Traffic Rules – study Book for the students, book for the teachers, 1 st part, 2008
  10. Selected Articles of the newspaper _ Dialog 2009
  11. Traffic Rules – study Book for the students, book for the teachers, 2 nd part, 2009
  12. National Curricula, 2011 – 2016
  13. Science, 1st to 6th Grade. Book for the teachers. 2011
  14. Science Experiments – Book for the teachers, 7th – 11th Grades, 2013
  15. Science – Book for the teachers, 7th Grade,  2013

Current Courses

Course Catalog

  • Research-based teaching in natural sciences;
  • Master’s Thesis;
  • Doctoral Colloquium 1;
  • Doctoral Colloquium 2;
  • Doctoral Colloquium 3;
  • Doctoral Colloquium
  • Fundamentals of Teaching Natural Sciences at Primary Stage;
  • Doctoral Colloquium 1;
  • Doctoral Colloquium 2;
  • Doctoral Colloquium 3;
  • Doctoral Colloquium
  • Active Learning in Science on Elementary Level – Bachelor’s level
  • Active Learning in Science on Basic and High Level – Bachelor’s level
  • Basics of Physics Teaching – Sertificate program
  • Modern Approaches of Physics Teaching – Sertificate program
  • Inquiry Based Learning in Physics – Sertificate program
  • Pedagogical Practice – Sertificate program