2024

  1. 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

    2.

  2. 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

    3.

  3. 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

    4.

  4. 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

    5.

  5. 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

    6.

    2023

  6. 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

    7.

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

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

    8.

  8. 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

    9.

    2022

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

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

    10.

  10. 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

    11.

  11. 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

    12.

  12. 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

    13.

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

    Stahi-Hitin R. & Yarden A. (2022), Evolution: Education and Outreach. 15, 1, 18

    14.

  14. \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. (2022), International Journal of Science and Mathematics Education. 20, 3, p. 481-501

    15.

  15. 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

    16.

  16. 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

    17.

  17. 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

    18.

  18. 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

    19.

  19. Genetics Education: Current Challenges and Possible Solutions

    Haskel Ittah M. & Yarden A. (2022)

    20.

  20. 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

    21.

    2021

  21. Computational Problem Solving in Plethora

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

    22.

  22. 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

    23.

  23. 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

    24.

  24. 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

    25.

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

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

    26.

    2020

  26. 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

    27.

  27. \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

    28.

    2019

  28. 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. 48, 2, p. 93-98

    29.

  29. 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

    30.

    2018

  30. 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

    31.

  31. 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

    32.

  32. 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

    33.

  33. 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

    34.

    2017

  34. 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

    35.

    2016

  35. 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

    36.

  36. 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

    37.

    2015

  37. 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

    38.

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

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

    39.

  39. 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

    40.

    2014

  40. 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

    41.

  41. 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

    42.

    2013

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

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

    43.

    2012

  43. 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

    44.

  44. 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

    45.

    2011

  45. 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

    46.

  46. 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

    47.

  47. 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

    48.

  48. Authenticity in biology education: Benefits and challenges

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

    49.

    2010

  49. 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

    50.

    2009

  50. 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

    51.

  51. 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

    52.

  52. Learning molecular genetics in Teacher-Led Outreach Laboratories

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

    53.

  53. 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

    54.

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

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

    55.

  55. 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

    56.

    2008

  56. 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

    57.

  57. 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

    58.

    2007

  58. 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

    59.

  59. 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

    60.

    2006

  60. Learning genetics through an authentic research simulation in bioinformatics

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

    61.

    2005

  61. 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

    62.

    2004

  62. 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

    63.

    2003

  63. 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

    64.

  64. 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

    65.

    2001

  65. 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

    66.

    1987

  66. 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

    67.