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Teaching immunology in the 21st century: a scoping review of emerging challenges and strategies
Siani M., Dubovi I., Borushko A. & Haskel-Ittah M. (2024), International Journal of Science Education
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Evolution in European and Israeli school curricula–a comparative analysis
Mavrikaki E., Realdon G., Aivelo T., Bajrami A., Dilek Bakanay Ç., Beniermann A., Blagojević J., Butkeviciene E., Cavadas B., Cossu C., Cvetković D., Drobniak S. M., Özgür Durmuş Z., Marta Dvořáková R., Eens M., Eret E., Eroglu S., Anna Gazda M., Georgiou M., Gostling N. J., Gregorčič T., Janštová V., Jenkins T., Kervinen A., Korfiatis K., Kuschmierz P., Lendvai Á. Z., de Lima J., Miri F., Nogueira T., Panayides A., Paolucci S., Papadopoulou P., Pessoa P., Pinxten R., Rios Rocha J., Fernández Sánchez A., Siani M., Sokoli E., Sousa B., Stasinakis P. K., Torkar G., Valackiene A., Varga M., Vázquez Ben L., Yarden A. & Sá-Pinto X. (2024), International Journal of Science Education
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The sociopolitical in human genetics education
Duncan R. G., Krishnamoorthy R., Harms U., Haskel-Ittah M., Kampourakis K., Gericke N., Hammann M., Jimenez-Aleixandre M., Nehm R. H., Reiss M. J. & Yarden A. (2024), Science. 383, 6685, p. 826-828
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Possible Connections Between Knowledge and Acceptance of Evolution Amongst Jewish Religious Preservice Science Teachers Who Learned About Human Evolution
Siani M. & Yarden A. (2024), Journal of Science Teacher Education. 35, 6, p. 1-27
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Opportunities and hindrances for promoting interdisciplinary learning in schools
Schwarz B., Heyd-Metzuyanim E., Koichu B., Tabach M. & Yarden A. (2024), Journal of the Learning Sciences. 33, 2, p. 242-283
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Explanatory black boxes and mechanistic reasoning
Haskel-Ittah M. (2023), Journal of Research in Science Teaching. 60, 4, p. 915-933
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Transformer-based Hebrew NLP models for Short Answer Scoring in Biology
Schleifer A. G., Klebanov B. B., Ariely M. & Alexandron G. (2023), BEA 2023 - 18th Workshop on Innovative Use of NLP for Building Educational Applications, Proceedings of the Workshop. Tack A., Horbach A., Kochmar E., Burstein J., Madnani N., Laarmann-Quante R., Zesch T., Yaneva V. & Yuan Z. (eds.). p. 550-555
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Oh Deer … Practicing Scientific Inquiry and Data Literacy through an Authentic Gazelle Data Set
Bar C. & Yarden A. (2023), American Biology Teacher. 85, 5, p. 245-251
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Characterisation of knowledge of cancer, illness perceptions and their interaction among high-school students
Haskel-Ittah M. & George-Levi S. (2023), International Journal of Science Education. 45, 9, p. 709-733
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Teacher preparation and evolution education: challenges and opportunities—introduction to the special issue
Harms U. & Yarden A. (2023), Evolution: Education and Outreach. 16, 1, 14
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The potential for reconciling pedagogical tradition and innovation: the case of socioscientific argumentation
Zafrani E. & Yarden A. (2023), Instructional Science. 52, 3, p. 385-415
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Evolution education in light of religious science teachers\u2019 and scientists\u2019 conceptions of evolution and religion
Stahi-Hitin R. & Yarden A. (2022), Evolution education & outreach. 15, 1, 8
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Design practices and principles for promoting dialogic argumentation via interdisciplinarity
Koichu B., Schwarz B. B., Heyd-Metzuyanim E., Tabach M. & Yarden A. (2022), Learning, Culture and Social Interaction. 37, 100657
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Should high-school biology teachers relate to students' religious faith when teaching evolution? The perspective of Jewish teachers
Stahi-Hitin R. & Yarden A. (2022), International Journal of Science Education. 44, 7, p. 1186-1207
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Introducing Authentic Datasets into the Biology Classroom: Teachers’ Considerations when Designing Digital Instruction Units
Bar C., Dorfman B. S. & Yarden A. (2022), International Collaboration toward Educational Innovation for All. Chan C., Chinn C., Tan E. & Kali Y. (eds.). p. 227-234
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Biology teachers' reflections on the benefits and challenges of using scanning electron microscopes in a biology classroom
Dorfman B. S. & Yarden A. (2022), International Collaboration toward Educational Innovation for All. Chan C., Chinn C., Tan E. & Kali Y. (eds.). p. 1065 – 1068
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Introducing Evolution of the Human Lactase Gene Using an Online Interactive Activity
Siani M. & Yarden A. (2022), American Biology Teacher. 84, 1, p. 16-21
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Scientists\u2019 and teachers\u2019 attitudes toward relating to religion when teaching evolution
Stahi-Hitin R. & Yarden A. (2022), Evolution education & outreach. 15, 18
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How Can We Help Students Reason About the Mechanisms by Which Genes Affect Traits?
Haskel-Ittah M. (2022), Genetics Education. p. 71-86
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Dialog\u2010constraining institutional logics and their interactional manifestation in the science classroom
Zafrani E. & Yarden A. (2022), Science Education. 106, 1, p. 142-171
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Molecular animations in genomics education: designing for whom?
Patterson K., Terrill B., Dorfman B., Blonder R. & Yarden A. (2022), Trends in Genetics. 38, 6, p. 517-520
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Student Opposition to Learning Evolution and How Teachers Deal with This following a Teacher Training Course
Siani M., Stahi R. & Yarden A. (2022), Journal of Science Teacher Education. 33, 7, p. 764-785
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Language as a realization of scientific reasoning in scientific texts and its importance for promoting secondary school students' disciplinary literacy
Ariely M. & Yarden A. (2021), The Routledge Handbook of Scientific Communication. p. 370-380
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Teaching and Learning Biology Using Authentic Tools and Databases: The Interaction between Scientific Knowledge Elements
Yarden A. & Levkovich O. (2021), Long-term Research and Development in Science Education: What Have We Learned?. p. 71-90
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How might authentic scientific experiences promote an understanding of genetics in high school?
Dorfman B. S. & Yarden A. (2021), Genetics Education: Current Challenges and Possible Solutions. Yarden A. & Haskel-Ittah M. (eds.). p. 87-104
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Long-term research and development in science education: what have we learned?
Hofstein A., Arcavi A., Eylon B. & Yarden A. (2021)
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Genetics Education: Current Challenges and Possible Solutions
Haskel Ittah M. & Yarden A. (2021)
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The Misattributed and Silent Causes of Poor COVID-19 Outcomes Among Pregnant Women
Machluf Y., Rosenfeld S., Ben Shlomo I., Chaiter Y. & Dekel Y. (2021), Frontiers in Medicine. 8, 745797
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\u201cI Think that Teachers Do Not Teach Evolution Because It Is Complicated\u201d: Difficulties in Teaching and Learning Evolution in Israel
Siani M. & Yarden A. (2021), International Journal of Science and Mathematics Education. 20, 3, p. 481-501
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Conceptualizing learning about proteins with a molecular viewer in high school based on the integration of two theoretical frameworks
Levkovich O. & Yarden A. (2021), Biochemistry and Molecular Biology Education. 49, 6, p. 917-925
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Science Teachers as Proponents of Socio-Scientific Inquiry-Based Learning: From Professional Development to Classroom Enactment
Cohen R., Zafrani E. & Yarden A. (2020), Science Teacher Education for Responsible Citizenship. p. 117-132
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K-12 education in biochemistry and molecular biology: A parallel session at the IUBMB/PSBMB 2019 “Harnessing Interdisciplinary Education in Biochemistry and Molecular Biology” conference
Ortiz P. A., Ramos J. D. A., Yarden A., Yu G. F. B. & Macaulay J. O. (2020), Biochemistry and Molecular Biology Education. 48, 6, p. 599-601
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Students’ understanding of the dynamic nature of genetics: Characterizing undergraduates’ explanations for interaction between genetics and environment
Haskel-Ittah M., Duncan R. G. & Yarden A. (2020), CBE Life Sciences Education. 19, 3, ar37
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“Evolution? I Don’t Believe in It”: Theological Tensions Surrounding the Implementation of Evolution in the Israeli Curricula
Siani M. & Yarden A. (2020), Science and Education. 29, 2, p. 411-441
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Reasoning about genetic mechanisms: Affordances and constraints for learning
Haskel-Ittah M., Duncan R. G., Vazquez-Ben L. & Yarden A. (2019), Journal of Research in Science Teaching, 3, p. 342-367
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Toward narrowing the theory\u2013practice gap: characterizing evidence from in-service biology teachers\u2019 questions asked during an academic course
Furman Shaharabani Y. & Yarden A. (2019), International Journal of STEM Education. 6, 1, 21
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Teachers personalize videos and animations of biochemical processes: results from a professional development workshop
Dorfman B., Terrill B., Patterson K., Yarden A. & Blonder R. (2019), Chemistry Education Research and Practice. 20, 4, p. 772-786
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Harnessing robotic automation and web-based technologies to modernize scientific outreach
Dahan O., Dorfman B., Sayin S., Rosener B., Hua T., Yarden A. & Mitchell A. (2019), PLoS Biology. 17, 6, e3000348
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Analyzing the Language of an Adapted Primary Literature Article: Towards a Disciplinary Approach of Science Teaching Using Texts
Ariely M., Livnat Z. & Yarden A. (2019), Science & Education. 28, 1-2, p. 63-85
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Insights from the new horizons in biochemistry and molecular biology education conference. September 6-8, 2017, Rehovot, Israel
Macaulay J., Akdogan G. G. & Yarden A. (2019), Biochemistry and Molecular Biology Education, 2, p. 93-98
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Using Authentic Texts to Promote Disciplinary Literacy in Biology
Ariely M. & Yarden A. (2018), Teaching Biology in Schools. Kampourakis K. & Reiss M. J. (eds.). 1st Edition ed. New York p. 204-215
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Does interest have an expiration date? An analysis of students' questions as resources for context-based learning
Swirski H., Baram-Tsabari A. & Yarden A. (2018), International Journal of Science Education. 40, 10, p. 1136-1153
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Students' Conception of Genetic Phenomena and Its Effect on Their Ability to Understand the Underlying Mechanism
Haskel-Ittah M. & Yarden A. (2018), CBE Life Sciences Education. 17, 3, 36
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As Symbol as That: Inconsistencies in Symbol Systems of Alleles in Textbooks, and Students' Justifications for Them
Livni-Alcasid G. A., Haskel-Ittah M. & Yarden A. (2018), Education Sciences. 8, 3, 110
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Becoming a Science Activist: A Case Study of Students' Engagement in a Socioscientific Project
Zafrani E. & Yarden A. (2017), Sisyphus - Journal of Education. 5, 3, p. 44-67
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Toward Bridging the Mechanistic Gap Between Genes and Traits by Emphasizing the Role of Proteins in a Computational Environment
Haskel-Ittah M. & Yarden A. (2017), Science & Education. 26, 10, p. 1143-1160
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Reaching a Consensus on the Definition of Genetic Literacy that Is Required from a Twenty-First-Century Citizen
Boerwinkel D. J., Yarden A. & Waarlo A. J. (2017), Science & Education. 26, 10, p. 1087-1114
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A WntD-Dependent Integral Feedback Loop Attenuates Variability in Drosophila Toll Signaling
Rahimi N., Averbukh I., Haskel Ittah I. M., Degani N., Schejter E., Barkai N. & Shilo B. (2016), Developmental Cell. 36, 4, p. 401-414
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Making authentic science accessible: the benefits and challenges of integrating bioinformatics into a high-school science curriculum
Machluf Y., Gelbart H., Ben-Dor S. & Yarden A. (2016), Briefings in Bioinformatics. 18, 1, p. 145-159
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Promoting the asking of research questions in a high-school biotechnology inquiry-oriented program
Bielik T. & Yarden A. (2016), International Journal of STEM Education. 3, 15
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Adapted Primary Literature: The Use of Authentic Scientific Texts in Secondary Schools
Yarden A., Norris S. P. & Phillips L. M. (2015)
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מורים מובילים לשינוי: התפתחות מקצועית של מורים לביוטכנולוגיה כאמצעי להטמעת למידה והוראה של ביואינפורמטיקה בשדה
Machluf Y., Ronit S., Sekal R., Levkowitz O., Avraham E. & Yarden A. (2015), Journal of the National Teachers' Center for the Scientific Technological Professions. 10, p. 18-25
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Exposing biology teachers' tacit views about the knowledge that is required for teaching using the repertory grid technique
Rozenszajn R. & Yarden A. (2015), Studies in Educational Evaluation. 47, p. 19-27
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Expansion of Biology Teachers' Pedagogical Content Knowledge (PCK) During a Long-Term Professional Development Program
Rozenszajn R. & Yarden A. (2014), Research in Science Education. 44, 1, p. 189-213
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Mathematics and biology teachers’ tacit views of the knowledge required for teaching: varying relationships between CK and PCK
Rozenszajn R. & Yarden A. (2014), International Journal of STEM Education. 1, 1, 11
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Developing seventh grade students' systems thinking skills in the context of the human circulatory system
Raved L. & Yarden A. (2014), Frontiers in Public Health. 2, DEC, 260
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Integrating bioinformatics into senior high school: Design principles and implications
Machluf Y. & Yarden A. (2013), Briefings in Bioinformatics. 14, 5, p. 648-660
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Creating gradients by morphogen shuttling
Shilo B. Z., Haskel-Ittah M., Ben-Zvi D., Schejter E. D. & Barkai N. (2013), Trends in Genetics. 29, 6, p. 339-347
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Self-organized shuttling: Generating sharp dorsoventral polarity in the early Drosophila embryo
Haskel-Ittah M., Ben-Zvi D., Branski-Arieli M., Schejter E. D., Shilo B. Z. & Barkai N. (2012), Cell. 150, 5, p. 1016-1028
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Separating the research question from the laboratory techniques: Advancing high-school biology teachers' ability to ask research questions
Hasson E. & Yarden A. (2012), Journal of Research in Science Teaching. 49, 10, p. 1296-1320
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Authenticity in biology education: Benefits and challenges
Yarden A. & Carvalho G. S. (2011), Journal of Biological Education. 45, 3, p. 118-120
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Supporting learning of high-school genetics using authentic research practices: The teacher's role
Gelbart H. & Yarden A. (2011), Journal of Biological Education. 45, 3, p. 129-135
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Quantifying The Gender Gap in Science Interests
Baram-Tsabari A. & Yarden A. (2011), International Journal of Science and Mathematics Education. 9, 3, p. 523-550
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Studying Biotechnological Methods Using Animations: The Teacher's Role
Yarden H. & Yarden A. (2011), Journal of Science Education and Technology. 20, 6, p. 689-702
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Stepping into the unknown: Three models for the teaching and learning of the opening sections of scientific articles
Falk H. & Yarden A. (2011), Journal of Biological Education. 45, 2, p. 77-82
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Learning using dynamic and static visualizations: Students' comprehension, prior knowledge and Conceptual Status of a biotechnological method
Yarden H. & Yarden A. (2010), Research in Science Education. 40, 3, p. 375-402
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Identifying students' interests in biology using a decade of self-generated questions
Sethi R. J., Baram-Tsabari A., Yarden A. & Bry L. (2010), Eurasia Journal of Mathematics, Science and Technology Education. 6, 1, p. 63-75
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How the curriculum guideline "The cell is to be studied longitudinally" is expressed in six Israeli junior-high-school textbooks
Cohen R. & Yarden A. (2010), Journal of Science Education and Technology. 19, 3, p. 276-292
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Supporting teaching and learning using authentic scientific texts: A rejoinder to Danielle J. Ford
Yarden A., Falk H., Federico-Agraso M., Jiménez-Aleixandre M. P., Norris S. P. & Phillips L. M. (2009), Research in Science Education. 39, 3, p. 391-395
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Asking scientists: A decade of questions analyzed by age, gender, and country
Baram-Tsabari A., Sethi R. J., Bry L. & Yarden A. (2009), Science Education. 93, 1, p. 131-160
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Learning molecular genetics in Teacher-Led Outreach Laboratories
Ben-Nun M. S. & Yarden A. (2009), Journal of Biological Education. 44, 1, p. 19-25
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A learning progression for deepening students'understandings of modern genetics across the 5 <sup>th</sup>- 10 <sup>th</sup> grades
Duncan R. G., Rogat A. D. & Yarden A. (2009), Journal of Research in Science Teaching. 46, 6, p. 655-674
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Identifying meta-clusters of students' interest in science and their change with age
Baram-Tsabari A. & Yarden A. (2009), Journal of Research in Science Teaching. 46, 9, p. 999-1022
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Here the Scientists Explain What I Said. Coordination Practices Elicited During the Enactment of the Results and Discussion Sections of Adapted Primary Literature
Falk H. & Yarden A. (2009), Research in Science Education. 39, 3, p. 349-383
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Experienced junior-high-school teachers' PCK in light of a curriculum change: 'The cell is to be studied longitudinally'
Cohen R. & Yarden A. (2009), Research in Science Education. 39, 1, p. 131-155
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Reading scientific texts: Adapting primary literature for promoting scientific literacy. Guest editorial
Yarden A. (2009), Research in Science Education. 39, 3, p. 307-311
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Reading science texts - Epistemology, inquiry, authenticity - A rejoinder to Jonathan Osborne
Norris S. P., Falk H., Federico-Agraso M., Jiménez-Aleixandre M. P., Phillips L. M. & Yarden A. (2009), Research in Science Education. 39, 3, p. 405-410
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The impact of a web-based research simulation in bioinformatics on students' understanding of genetics
Gelbart H., Brill G. & Yarden A. (2009), Research in Science Education. 39, 5, p. 725-751
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Girls’ biology, boys’ physics: Evidence from free-choice science learning settings
Baram-Tsabari A. & Yarden A. (2008), Research in Science & Technological Education. 26, 1, p. 75-92
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Teaching a biotechnology curriculum based on adapted primary literature
Falk H., Brill G. & Yarden A. (2008), International Journal of Science Education. 30, 14, p. 1841-1866
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Learning with a Unified Curriculum: Science Students' Knowledge Organisation and Cognitive Flexibility
Eilam B. & Yarden A. (2007), Curriculum and Teaching. 22, 2, p. 5-27
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Interest in biology: A development shift characterized using self-generated questions
Baram-Tsabari A. & Yarden A. (2007), American Biology Teacher. 69, 9, p. 532-540
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Learning genetics through an authentic research simulation in bioinformatics
Gelbart H. & Yarden A. (2006), Journal of Biological Education. 40, 3, p. 107-112
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Using questions sent to an ask-a-scientist site to identify children's interests in science
Baram-Tsabari A., Sethi R. J., Bry L. & Yarden A. (2006), Science Education. 90, 6, p. 1050-1072
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Characterizing children's spontaneous interests in science and technology
Baram-Tsabari A. & Yarden A. (2005), International Journal of Science Education. 27, 7, p. 803-826
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Text genre as a factor in the formation of scientific literacy
Baram-Tsabari A. & Yarden A. (2005), Journal of Research in Science Teaching. 42, 4, p. 403-428
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The learning processes of two high-school biology students when reading primary literature
Brill G., Falk H. & Yarden A. (2004), International Journal of Science Education. 26, 4, p. 497-512
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Learning biology through research papers: A stimulus for question-askingbyhigh-school students
Brill G. & Yarden A. (2003), Cell Biology Education. 2, 4, p. 266-274
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Teachers' journal club: bridging between the dynamics of biological discoveries and biology teachers
Brill G., Falk H. & Yarden A. (2003), Journal of Biological Education. 37, 4, p. 168-170
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Working as a team: Preparing a problem awareness file
Yarden A. & Yarden O. (2002), Journal of College Science Teaching. 32, 2, p. 114-119
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Primary literature as a basis for a high-school biology curriculum
Yarden A., Brill G. & Falk H. (2001), Journal of Biological Education. 35, 4, p. 190-195
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Out of focus
Tborley J., Hofstein A. & Samuel D. (1987), Journal of Biological Education. 21, 3, p. 154
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The development and implementation of a teaching unit on the immune system for secondary schools in Israel
SCHMIDTHOPFELD I., Hofstein A. & Samuel D. (1987), International Journal of Science Education. 9, 1, p. 37-42
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A comparison of the actual and preferred classroom learning environment in biology and chemistry as perceived by high school students
Hofstein A. & Lazarowitz R. (1986), Journal of Research in Science Teaching. 23, 3, p. 189-199