Barzilai, S., Tal-Savir, D., Fayez, A., Mor-Hagani, S., & Chinn, C. A. (2025). Scaffolding source evaluation during document-based scientific inquiry: The contributions of document mapping and shared criteria scaffolds. Computers in Human Behavior, 165, 108547.
Barzilai, S., & Stadtler, M. (2025). Learning to evaluate (mis)information in an online game: Strategies matter! Computers & Education, 227, 105210.
Barzilai, S., & Chinn, C. A. (2024). The AIR and Apt-AIR frameworks of epistemic performance and growth: Reflections on educational theory development. Educational Psychology Review, 36(91).
Kozyreva, A., Lorenz-Spreen, P., Herzog, S. M., Ecker, U. K. H., Lewandowsky, S., Hertwig, R., Ali, A., Bak-Coleman, J., Barzilai, S., Basol, M., Berinsky, A. J., Betsch, C., Cook, J., Fazio, L. K., Geers, M., Guess, A. M., Huang, H., Larreguy, H., Maertens, R., . . . Wineburg, S. (2024). Toolbox of individual-level interventions against online misinformation. Nature Human Behaviour.
Primor, L., & Barzilai, S. (2024). Teachers' perceptions of the epistemic aims and evaluation criteria of multiple text integration. Contemporary Educational Psychology, 77, 102270.
Zohar, A., Gilead, T., Barzilai, S., & Arcavi, A. (2024). Designing guiding principles for twenty-first century curricula: Navigating knowledge, thinking skills, and pedagogical autonomy in the Israeli curriculum. Interchange, 55(1), 93-113.
Dishon G., Barzilai S., & Verissimo-Yanai, J. (2024). Grasping psychological evidence: Integrating evidentiary practices in psychology instruction. Cognition and Instruction, 42(1), 56-91.
Barzilai. S., Mor-Hagani S., Abed F., Tal-Savir D., Goldik N., Talmon I, & Davidow O. (2023). Misinformation Is Contagious: Middle school students learn how to evaluate and share information responsibly through a digital game. Computers & Education, 202, 104832.
Abed, F., & Barzilai, S. (2023). Can students evaluate scientific YouTube videos? Examining students' strategies and criteria for evaluating videos versus webpages on climate change. Journal of Computer Assisted Learning, 39(2), 558-577.
Barzilai, S., Tal-Savir, D., Abed, F., Mor-Hagani, S., & Zohar, A. R. (2023). Mapping multiple documents: From constructing multiple document models to argumentative writing. Reading and Writing, 36, 809-847.
Mor-Hagani, S., & Barzilai, S. (2022). The multifaceted nature of teachers' epistemic growth: Exploring teachers' perspectives on growth in epistemic performance. Teaching and Teacher Education, 115, 103714.
Chinn, C. A., Barzilai, S., & Duncan, R. G. (2021). Education for a “post-truth” world: New directions for research and practice. Educational Researcher, 50(1).
Barzilai, S., Mor-Hagani, S., Zohar, A. R., Shlomi-Elooz, T., & Ben-Yishai, R. (2020). Making sources visible: Promoting multiple document literacy with digital epistemic scaffolds. Computers & Education, 157, 103980.
Barzilai, S., & Chinn, C. A. (2020). A review of educational responses to the "post-truth" condition: Four lenses on addressing "post-truth" problems. Educational Psychologist, 55(3).
Chinn, C. A., Barzilai, S., & Duncan, R. G. (2020). Disagreeing about how to know: The instructional value of explorations into knowing. Educational Psychologist, 55(3).
Barzilai, S., Thomm, E., & Shlomi-Elooz, T. (2020). Dealing with disagreement: The roles of topic familiarity and disagreement explanation in reasoning about conflicting expert claims and sources. Learning and Instruction, 69, 101367.