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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. 46, 17, p. 1826-1847
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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
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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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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
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\u201cBlack Boxes, full of them\u201d: Biology Teachers Perception of the Role of Explanatory Black Boxes in Their Classroom
Livni Alcasid G. A. & Haskel-Ittah M. (2024), Research in Science Education
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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
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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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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
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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 opportunitiesintroduction 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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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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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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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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Dialogconstraining 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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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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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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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
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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
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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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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
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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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Genetics Education: Current Challenges and Possible Solutions
Haskel Ittah M. & Yarden A. (2022)
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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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\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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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
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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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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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Computational Problem Solving in Plethora
Armoni M., Gal-Ezer J., Haskel Ittah M., Marelly R. & Szekely S. (2021)
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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
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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, p. 1-13, ar37
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\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
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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 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
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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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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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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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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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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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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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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