מדעי החיים | פרסומים

    2024

  1. Algal blooms in the ocean: hot spots for chemically mediated microbial interactions

    Kuhlisch C., Shemi A., Barak-Gavish N., Schatz D. & Vardi A. (2024), Nature Reviews Microbiology. 22, 3, p. 138-154

    2.

  2. 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. 46, 17, p. 1826-1847

    3.

  3. Evolution in European and Israeli school curriculaa 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. 46, 15, p. 1623-1649

    4.

  4. 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

    5.

  5. 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

    6.

  6. Cell-to-cell heterogeneity drives host-virus coexistence in a bloom-forming alga

    Joffe N., Kuhlisch C., Schleyer G., Ahlers N. S., Shemi A. & Vardi A. (2024), ISME Journal. 18, 1, wrae038

    7.

    2023

  7. Explanatory black boxes and mechanistic reasoning

    Haskel-Ittah M. (2023), Journal of Research in Science Teaching. 60, 4, p. 915-933

    8.

  8. Phylogeny and biogeography of the algal DMS-releasing enzyme in the global ocean

    Shemi A., Ben-Dor S., Rotkopf R., Dym O. & Vardi A. (2023), ISME Communications. 3, 72

    9.

  9. 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

    10.

  10. 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

    11.

  11. 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

    12.

  12. Teacher preparation and evolution education: challenges and opportunitiesintroduction to the special issue

    Harms U. & Yarden A. (2023), Evolution: Education and Outreach. 16, 1, 14

    13.

  13. 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

    14.

    2022

  14. Evolution education in light of religious science teachers and scientists conceptions of evolution and religion

    Stahi-Hitin R. & Yarden A. (2022), Evolution education & outreach. 15, 1, 8

    15.

  15. 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

    16.

  16. 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

    17.

  17. 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

    18.

  18. Dialogconstraining institutional logics and their interactional manifestation in the science classroom

    Zafrani E. & Yarden A. (2022), Science Education. 106, 1, p. 142-171

    19.

  19. 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

    20.

  20. 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

    21.

  21. 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

    22.

  22. A Lighter Shade of Black Boxes: Students' Interpretations of the Distinction Between Black Box Explanations and Unpacked Mechanistic Explanations

    Alcasid G. A. L. & Haskel-Ittah M. (2022), Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022. Chan C., Chinn C., Tan E. & Kali Y. (eds.). p. 43-50

    23.

  23. Biology teachers' re-designed eLearning units: The relationships between knowledge types and scientific practices

    Bar C., Siani M. & Yarden A. (2022), International Collaboration toward Educational Innovation for All. Chan C., Chinn C., Tan E. & Kali Y. (eds.). p. 993-996

    24.

  24. How might authentic scientific experiences promote an understanding of genetics in high school?

    Dorfman B. S. & Yarden A. (2022), Genetics Education: Current Challenges and Possible Solutions. Yarden A. & Haskel-Ittah M. (eds.). 1 ed. p. 87-104

    25.

  25. Scientists and teachers attitudes toward relating to religion when teaching evolution

    Stahi-Hitin R. & Yarden A. (2022), Evolution education & outreach. 15, 18

    26.

  26. How Can We Help Students Reason About the Mechanisms by Which Genes Affect Traits?

    Haskel-Ittah M. (2022), Genetics Education. p. 71-86

    27.

  27. 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

    28.

  28. Genetics Education: Current Challenges and Possible Solutions

    Haskel Ittah M. & Yarden A. (2022)

    29.

    2021

  29. \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

    30.

  30. 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

    31.

  31. 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. 1 ed. p. 370-380

    32.

  32. 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

    33.

  33. Long-term research and development in science education: what have we learned?

    Hofstein A., Arcavi A., Eylon B. & Yarden A. (2021)

    34.

  34. Computational Problem Solving in Plethora

    Armoni M., Gal-Ezer J., Haskel Ittah M., Marelly R. & Szekely S. (2021)

    35.

    2020

  35. K-12 education in biochemistry and molecular biology: A parallel session at the IUBMB/PSBMB 2019 \u201cHarnessing Interdisciplinary Education in Biochemistry and Molecular Biology\u201d 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

    36.

  36. 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, p. 1-13, ar37

    37.

  37. \u201cEvolution? I Dont Believe in It\u201d: Theological Tensions Surrounding the Implementation of Evolution in the Israeli Curricula

    Siani M. & Yarden A. (2020), Science and Education. 29, 2, p. 411-441

    38.

    2019

  38. 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

    39.

  39. 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

    40.

  40. Toward narrowing the theorypractice gap: characterizing evidence from in-service biology teachers questions asked during an academic course

    Furman Shaharabani Y. & Yarden A. (2019), International Journal of STEM Education. 6, 1, 21

    41.

  41. 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

    42.

  42. 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

    43.

  43. 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

    44.

    2018

  44. 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

    45.

  45. 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

    46.

  46. 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

    47.

  47. 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

    48.

    2017

  48. 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

    49.

  49. 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

    50.

  50. 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

    51.

    2016

  51. 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

    52.

  52. 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

    53.

  53. 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

    54.

    2015

  54. Adapted Primary Literature: The Use of Authentic Scientific Texts in Secondary Schools

    Yarden A., Norris S. P. & Phillips L. M. (2015)

    55.

  55. 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

    56.

  56. 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

    57.

    2014

  57. 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

    58.

  58. 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

    59.

  59. 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

    60.

    2013

  60. Integrating bioinformatics into senior high school: Design principles and implications

    Machluf Y. & Yarden A. (2013), Briefings in Bioinformatics. 14, 5, p. 648-660

    61.

  61. 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

    62.

    2012

  62. 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

    63.

  63. 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

    64.

    2011

  64. Authenticity in biology education: Benefits and challenges

    Yarden A. & Carvalho G. S. (2011), Journal of Biological Education. 45, 3, p. 118-120

    65.

  65. 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

    66.

  66. 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

    67.

  67. 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

    68.

  68. 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

    69.

    2010

  69. 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

    70.

  70. 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

    71.

    2009

  71. 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

    72.

  72. 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

    73.

  73. 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

    74.

  74. Learning molecular genetics in Teacher-Led Outreach Laboratories

    Ben-Nun M. S. & Yarden A. (2009), Journal of Biological Education. 44, 1, p. 19-25

    75.

  75. 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

    76.

  76. 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

    77.

  77. 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

    78.

  78. Reading scientific texts: Adapting primary literature for promoting scientific literacy. Guest editorial

    Yarden A. (2009), Research in Science Education. 39, 3, p. 307-311

    79.

  79. 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

    80.

    2008

  80. 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

    81.

  81. 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

    82.

    2007

  82. 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

    83.

  83. 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

    84.

    2006

  84. Learning genetics through an authentic research simulation in bioinformatics

    Gelbart H. & Yarden A. (2006), Journal of Biological Education. 40, 3, p. 107-112

    85.

  85. 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

    86.

    2005

  86. 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

    87.

  87. 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

    88.

    2004

  88. 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

    89.

    2003

  89. 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

    90.

  90. 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

    91.

    2002

  91. Working as a team: Preparing a problem awareness file

    Yarden A. & Yarden O. (2002), Journal of College Science Teaching. 32, 2, p. 114-119

    92.

    2001

  92. 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

    93.

    1987

  93. Out of focus

    Tborley J., Hofstein A. & Samuel D. (1987), Journal of Biological Education. 21, 3, p. 154

    94.

  94. 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

    95.

    1986

  95. 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

    96.