Publications

Articles and Chapters

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). https://doi.org/10.1007/s10648-024-09927-5

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. https://doi.org/10.1038/s41562-024-01881-0 

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.
EARLI Outstanding Publication Award 2021

Barzilai, S., & Weinstock, M. (2020). Beyond trustworthiness: Comprehending multiple source perspectives. In A. List, P. Van Meter, D. Lombardi & P. Kendeou (Eds.), Handbook of learning from multiple representations and perspectives (pp.123-140). Routledge.

Barzilai, S., & Mor, Y. (2020). Digital learning materials in the 21st century. In A. Zohar & O. Bushrian (Eds.), Adapting curricula and study materials for the 21st century (pp. 124-164). Yozma Center for Knowledge and Research in Education, The Israel Academy of Sciences and Humanities [in Hebrew].

Barzilai, S. & Chinn, C. A. (2019). Epistemic thinking in a networked society: Contemporary challenges and educational responses. In Y. Kali, A. Baram-Tsabari, & A. M. Schejter (Eds.), Learning in a Networked Society: Spontaneous and Designed Technology Enhanced Learning Communities. Springer.

Duncan, R. G., Chinn, C. A., & Barzilai, S. (2018). Grasp of evidence: Problematizing and expanding the next generation science standards’ conceptualization of evidence. Journal of Research in Science Teaching, 55(7), 907-937.

Barzilai, S. & Eilam B. (2018). Learners’ epistemic criteria and strategies for evaluating scientific visual representations. Learning and Instruction, 58, 137-147.

Barzilai, S., Zohar, A. R., & Mor-Hagani, S. (2018). Promoting integration of multiple texts: A review of instructional approaches and practices. Educational Psychology Review, 30(3), 973-999.

Barzilai, S. & Chinn, C. A. (2018). On the goals of epistemic education: Promoting apt epistemic performance. Journal of the Learning Sciences, 27(3), 353-389.
Journal of the Learning Sciences Best Paper Award 2018

Barzilai, S., & Strømsø, H. I. (2018). Individual differences in multiple document comprehension. In J. L. G. Braasch, I. Bråten & M. T. McCrudden (Eds.), Handbook of multiple source use. Routledge 

Thomm, E., Barzilai, S., & Bromme, R. (2017). Why do experts disagree? The role of conflict contexts and epistemic perspectives in conflict explanations. Learning and Instruction, 52, 15-26.

Barzilai, S., (2017). “Half-reliable”: A qualitative analysis of epistemic thinking in and about a digital game. Contemporary Educational Psychology, 51, 51-66. [Preprint]

Barzilai, S., & Ka'adan, I. (2017). Learning to integrate divergent information sources: The interplay of epistemic cognition and epistemic metacognition. Metacognition and Learning,12(2),193-232. 

Barzilai, S., & Zohar, A. (2016). Epistemic (meta)cognition: Ways of thinking about knowledge and knowing. In J. A. Greene, W. A. Sandoval & I. Bråten (Eds.), Handbook of epistemic cognition (pp. 409-424). Routledge.

Barzilai, S., Tzadok, E., & Eshet-Alkalai, Y. (2015). Sourcing while reading divergent expert accounts: Pathways from views of knowing to written argumentation. Instructional Science, 43(6), 737-766.

Barzilai, S., & Weinstock, M. (2015). Measuring epistemic thinking within and across topics: A scenario-based approach. Contemporary Educational Psychology, 42, 141-158.

Zohar, A., & Barzilai, S. (2015). Metacognition and teaching higher order thinking (HOT) in science education: Students' thinking, teachers' knowledge and instructional practices. In R. Wegerif, J. Kaufman & L. Li (Eds.), Routledge international handbook of research on teaching thinking (pp. 229-242). Routledge.

Barzilai, S., & Eshet-Alkalai, Y. (2015). The role of epistemic perspectives in comprehension of multiple author viewpoints. Learning and Instruction, 36, 86-103.

Barzilai, S., & Zohar, A. (2014). Reconsidering personal epistemology as metacognition: A multi-faceted approach to the analysis of epistemic thinking. Educational Psychologist, 49(1), 13-35. 

Barzilai, S., & Blau, I. (2014). Scaffolding game-based learning: Impact on learning achievements, perceived learning, and game experiences. Computers & Education, 70, 65-79.

Zohar, A., & Barzilai, S. (2013). A review of research on metacognition in science education: Current and future directions. Studies in Science Education, 49(2), 121-169.

Barzilai, S., & Zohar, A. (2012). Epistemic thinking in action: Evaluating and integrating online sources. Cognition and Instruction, 30(1), 39–85.

Barzilai, S., & Zohar, A. (2011). How do you know? Personal epistemology and learning online. In D. Chen, & G. Kurtz (Eds.), ICT, Learning and Teaching (pp. 77-100). The Center for Academic Studies [in Hebrew].

Barzilai, S., & Zohar, A. (2008). Is information acquisition still important in the information age? Education and Information Technologies, 13(1), 35-53.

Barzilai, S., & Zohar, A. (2006). How does information technology shape thinking? Thinking Skills and Creativity, 1(2), 130-145. 

Barzilai, S. (2006). The added-value of the Internet for inquiry learning. In A. Zohar (Ed.), Learning by inquiry: An ongoing challenge (pp. 308-341). Magnes Hebrew University Press [in Hebrew].

Special Issues

Barzilai, S., & Chinn, C. A. (2020). Educational Responses to a “Post-Truth” World: Diverse Approaches to Improving Thinking About Scientific Issues [special Issue]. Educational Psychologist, 55(3). 

Reports and Curricula

Osborne, J., Pimentel, D., Alberts, B., Allchin, D., Barzilai, S., Bergstrom, C., Coffey, J., Donovan, B., Kivinen, K., Kozyreva. A., & Wineburg, S. (2022). Science Education in an Age of Misinformation. Stanford University, Stanford, CA.

Ferguson, R., Barzilai, S., Ben-Zvi, D., Chinn, C.A., Herodotou, C., Hod, Y., Kali, Y., Kukulska-Hulme, A., Kupermintz, H., McAndrew, P., Rienties, B., Sagy, 0., Scanlon, E., Sharples, M., Weller, M., & Whitelock, D. (2017). Innovating Pedagogy 2017: Open University Innovation Report 6. Milton Keynes: The Open University. 

Ministry of Education, Curriculum Department (2009). Higher-order thinking strategies: Guidelines for national and local curriculum planners and for learning content developers. (Role: member of curriculum committee and writing team).

Magazine Articles and Blogposts

Barzilai S. (2023). Fake news? No thanks! How to teach students to fight online misinformation. Education Now Magazine. [In Hebrew]

Feinstein, N. W., Bromme, R., Barzilai, S., Baram-Tsabari, A. (2017). What counts as success in public engagement with science? [Web log post]. Public Understanding of Science Blog. Retrieved from https://sagepus.blogspot.co.il/2017/08/what-counts-as-success-in-public.html

Barzilai, S. (2013). Searching for understanding. Hed Hachinuch (Magazine of the Israeli Teacher's Union), 88(1), 75-77. [In Hebrew]

Selected Online Learning Environments

Barzilai, S. & The Epistemic Thinking Group (2023). Fighting fake news [Online learning environment]. (Role: scientific and pedagogical director, instructional designer)

Barzilai, S. & The Epistemic Thinking Group (2020). Misinformation is contagious! [Online game]. (Role: scientific and pedagogical director, game designer).

Barzilai, S. & The Center for Educational Technology (2017). The knowledge society sandbox: Online scaffolds for knowledge construction from multiple information sources [Online learning environment]. (Role: scientific and pedagogical director, instructional designer).

Snunit Center (2012). Teacher tools 2.0: A collaborative learning game generator [Online learning environment]. (Role: pedagogical director, head of user experience and game design). 

Snunit Center (2010). The Israeli government portal for kids [Online learning environment]. (Role: Founder, pedagogical director, instructional designer, game designer, 2009-2011).

Snunit Center (2009). Stories from the Heart: Helping children deal with exposure to ongoing military conflict through digital books [Online learning environment]. (Role: pedagogical supervisor). 

Snunit Center (2009). "My money": A game-based financial education program [Online learning environment]. (Role: pedagogical director,  instructional designer, game designer). 

Snunit Center (2009). The tale of Hazor: A 3D archeological adventure [Online learning environment]. (Role: pedagogical supervisor). 

Snunit Center (2008). Galim communities: A Web 2.0 platform for elementary schools [Online learning environment]. (Role: pedagogical director, instructional designer).

Snunit Center (2006). Children in the Ghetto: An online learning environment [Online learning environment]. (Role: pedagogical director, instructional designer).

Snunit Center (1998). Galim portal for elementary schools [Online learning environment]. (Role: Pedagogical director, head of user experience and instructional design, 2006-2011)