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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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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, p. 1-27
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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. ahead-of-print, ahead-of-print, p. 1-25
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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
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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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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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Dialog‐constraining 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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Scientists’ and teachers’ 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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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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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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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
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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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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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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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Undergraduate students reasoning about genetic mechanisms
Haskel Ittah M. & Duncan R. G. (2021)
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“I Think that Teachers Do Not Teach Evolution Because It Is Complicated”: 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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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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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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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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“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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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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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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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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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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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–practice 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
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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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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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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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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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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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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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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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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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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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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, p. 1-12
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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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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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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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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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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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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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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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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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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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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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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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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 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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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