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Sarit Barzilai
Sarit Barzilai
University of Haifa, Faculty of Education, Department of Learning and Instructional Sciences
Verified email at edtech.haifa.ac.il - Homepage
Title
Cited by
Cited by
Year
A review of research on metacognition in science education: current and future directions
A Zohar, S Barzilai
Studies in Science Education 49 (2), 121-169, 2013
5072013
Scaffolding game-based learning: Impact on learning achievements, perceived learning, and game experiences
S Barzilai, I Blau
Computers & Education 70, 65-79, 2014
4792014
Epistemic thinking in action: Evaluating and integrating online sources
S Barzilai, A Zohar
Cognition and Instruction 30 (1), 39-85, 2012
3082012
Reconsidering Personal Epistemology as Metacognition: A Multifaceted Approach to the Analysis of Epistemic Thinking
S Barzilai, A Zohar
Educational Psychologist 49 (1), 13-35, 2014
2112014
On the goals of epistemic education: Promoting apt epistemic performance
S Barzilai, CA Chinn
Journal of the Learning Sciences 27 (3), 353-389, 2018
1992018
A review of educational responses to the “post-truth” condition: Four lenses on “post-truth” problems
S Barzilai, CA Chinn
Educational Psychologist 55 (3), 107-119, 2020
1912020
Promoting Integration of Multiple Texts: a Review of Instructional Approaches and Practices
S Barzilai, AR Zohar, S Mor-Hagani
Educational Psychology Review 30 (3), 973–999, 2018
1902018
The role of epistemic perspectives in comprehension of multiple author viewpoints
S Barzilai, Y Eshet-Alkalai
Learning and Instruction 36, 86-103, 2015
1882015
Grasp of evidence: Problematizing and expanding the next generation science standards’ conceptualization of evidence
RG Duncan, CA Chinn, S Barzilai
Journal of Research in Science Teaching 55 (7), 907-937, 2018
1572018
Education for a “post-truth” world: New directions for research and practice
CA Chinn, S Barzilai, RG Duncan
Educational Researcher 50 (1), 51-30, 2021
1442021
Sourcing while reading divergent expert accounts: Pathways from views of knowing to written argumentation
S Barzilai, E Tzadok, Y Eshet-Alkalai
Instructional Science 43 (6), 737-766, 2015
1332015
Measuring epistemic thinking within and across topics: A scenario-based approach
S Barzilai, M Weinstock
Contemporary Educational Psychology 42, 141-158, 2015
1312015
Learning to integrate divergent information sources: the interplay of epistemic cognition and epistemic metacognition
S Barzilai, I Ka'adan
Metacognition and Learning 12, 193–232, 2017
1092017
Epistemic (meta) cognition: Ways of thinking about knowledge and knowing
S Barzilai, A Zohar
Handbook of epistemic cognition, 409-424, 2016
1002016
Disagreeing about how to know: The instructional value of explorations into knowing
CA Chinn, S Barzilai, RG Duncan
Educational Psychologist 55 (3), 167-180, 2020
692020
Individual differences in multiple document comprehension
S Barzilai, HI Strømsø
Handbook of multiple source use, 99-116, 2018
662018
Metacognition and teaching higher order thinking (HOT) in science education: Students' thinking, teachers' knowledge, and instructional practices
A Zohar, S Barzilai
The Routledge International Handbook of Research on Teaching Thinking, 229-242, 2015
662015
Science Education in an Age of Misinformation
J Osborne, D Pimentel, B Alberts, D Allchin, S Barzilai, C Bergstrom, ...
Stanford University, 2022
522022
Innovating pedagogy 2017: Open University innovation report 6
R Ferguson, S Barzilai, D Ben-Zvi, CA Chinn, C Herodotou, Y Hod, Y Kali, ...
Milton Keynes, The Open University, UK, 2017
49*2017
Dealing with disagreement: The roles of topic familiarity and disagreement explanation in evaluation of conflicting expert claims and sources
S Barzilai, E Thomm, T Shlomi-Elooz
Learning and Instruction 69, 101367, 2020
432020
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