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.

Barzilai, S., Tal-Savir, D., Abed, F., Mor-Hagani, S., & Zohar, A. R. (2021). Mapping multiple documents: From constructing multiple document models to argumentative writing. Reading and Writing.

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.

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

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

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.