פרסומים נבחרים

פיתוח תיאוריה חדשה של חשיבה אפיסטמית

Barzilai, S., & Zohar, A. (2014). Reconsidering personal epistemology as metacognition: A multifaceted approach to the analysis of epistemic thinking. Educational Psychologist, 49(1), 13-35. https://doi.org/10.1080/00461520.2013.863265

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., & Chinn, C. A. (2018). On the goals of epistemic education: Promoting apt epistemic performance. Journal of the Learning Sciences, 27(3), 353-389. https://doi.org/10.1080/10508406.2017.1392968

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. https://doi.org/10.1002/tea.21468

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

Chinn, C. A., Barzilai, S., & Elby, A. (in press). Epistemic rights in tension and accord: Expanding the analysis of source evaluation criteria. Educational Psychologist. https://doi.org/10.1080/00461520.2025.2584975

התמודדות חינוכית עם אתגרי עידן ה"פוסט-אמת"

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), 107-119. https://doi.org/10.1080/00461520.2020.1786388

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), 51-60. https://doi.org/10.3102/0013189X20940683

Osborne, J., Pimentel, D., Alberts, B., Allchin, D., Barzilai, S., Bergstrom, C., Coffey, J., Donovan, B., Dorph, R., Kivinen, K., Kozyreva, A., & Wineburg, S. (2022). Science education in an age of misinformation. Stanford University. https://sciedandmisinfo.stanford.edu/

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. https://doi.org/10.1016/j.compedu.2023.104832

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…. (2024). Toolbox of individual-level interventions against online misinformation. Nature Human Behaviour, 8, 1044-1052. https://doi.org/10.1038/s41562-024-01881-0

Barzilai, S., & Stadtler, M. (2025). Learning to evaluate (mis)information in an online game: Strategies matter! Computers & Education, 227, 105210. https://doi.org/10.1016/j.compedu.2024.105210

הערכת מידע ומקורות מידע

Barzilai, S., & Zohar, A. (2012). Epistemic thinking in action: Evaluating and integrating online sources. Cognition and Instruction, 30(1), 39-85. https://doi.org/10.1080/07370008.2011.636495

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. https://doi.org/10.​1007/​s11251-015-9359-4

Barzilai, S., & Eilam, B. (2018). Learners’ epistemic criteria and strategies for evaluating scientific visual representations Learning and Instruction, 58, 137-147. https://doi.org/10.1016/j.learninstruc.2018.06.002

Barzilai, S., Thomm, E., & Shlomi-Elooz, T. (2020). Dealing with disagreement: The roles of topic familiarity and disagreement explanation in evaluation of conflicting expert claims and sources. Learning and Instruction, 69, 101367. https://doi.org/10.1016/j.learninstruc.2020.101367

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. https://doi.org/10.1111/jcal.12762

Barzilai, S., & Chinn, C. A. (2025). How do source evaluation criteria develop? A microgenetic study of growth of epistemic ideals. Computers in Human Behavior, 172, 108729. https://doi.org/10.1016/j.chb.2025.108729

Barzilai, S., Tal-Savir, D., Abed, F., 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. https://doi.org/10.1016/j.chb.2024.108547

Primor, L., Hadar, L. L., Barzilai, S., Goldfarb Cohen, S., & Copti-Mshael, T. (2026). Fostering critical evaluation of online information sources across the curriculum. Thinking Skills and Creativity, 59, 102015. https://doi.org/10.1016/j.tsc.2025.102015

Chinn, C. A., Barzilai, S., & Elby, A. (in press). Epistemic rights in tension and accord: Expanding the analysis of source evaluation criteria. Educational Psychologist. https://doi.org/10.1080/00461520.2025.2584975

מיזוג מקורות מידע מרובים

Barzilai, S., & Zohar, A. (2012). Epistemic thinking in action: Evaluating and integrating online sources. Cognition and Instruction, 30(1), 39-85. https://doi.org/10.1080/07370008.2011.63649

Barzilai, S., & Eshet-Alkalai, Y. (2015). The role of epistemic perspectives in comprehension of multiple author viewpoints. Learning and Instruction, 36, 86-103. https://doi.org/10.1016/j.learninstruc.2014.12.003

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. https://doi.org/10.​1007/​s11251-015-9359-4

Barzilai, S., & Ka'adan, I. (2017). Learning to integrate divergent information sources: The interplay of epistemic cognition and epistemic metacognition. Metacognition and Learning, 12, 193–232. https://doi.org/10.1007/s11409-016-9165-7

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 (pp. 99-116). Routledge

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. https://doi.org/10.1007/s10648-018-9436-8

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. https://doi.org/10.1016/j.compedu.2020.103980

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. https://doi.org/10.1007/s11145-021-10208-8

Primor, L., & Barzilai, S. (2024). Teachers' perceptions of the epistemic aims and evaluation criteria of multiple text integration. Contemporary Educational Psychology, 77, 102270. https://doi.org/10.1016/j.cedpsych.2024.102270

התמודדות עם מחלוקות בידע ונקודות מבט מרובות

Barzilai, S., & Eshet-Alkalai, Y. (2015). The role of epistemic perspectives in comprehension of multiple author viewpoints. Learning and Instruction, 36, 86-103. https://doi.org/10.1016/j.learninstruc.2014.12.003

Thomm, E., Barzilai, S., & Bromme, R. (2017). Why do experts disagree? The role of conflict topics and epistemic perspectives in conflict explanations. Learning and Instruction, 52, 15-26. https://doi.org/10.1016/j.learninstruc.2017.03.008

Barzilai, S., Thomm, E., & Shlomi-Elooz, T. (2020). Dealing with disagreement: The roles of topic familiarity and disagreement explanation in evaluation of conflicting expert claims and sources. Learning and Instruction, 69, 101367. https://doi.org/10.1016/j.learninstruc.2020.101367

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

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), 167-180. https://doi.org/10.1080/00461520.2020.1786387

עיצוב סביבות למידה ופיגומים ללמידה

Barzilai, S., & Ka'adan, I. (2017). Learning to integrate divergent information sources: The interplay of epistemic cognition and epistemic metacognition. Metacognition and Learning, 12, 193–232. https://doi.org/10.1007/s11409-016-9165-7

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. https://doi.org/10.1016/j.compedu.2020.103980

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. https://doi.org/10.1016/j.tate.2022.103714

Dishon, G., Barzilai, S., & Verissimo Yanai, J. (2023). Grasping psychological evidence: Integrating evidentiary practices in psychology instruction. Cognition and Instruction, 1-36. https://doi.org/10.1080/07370008.2023.2248641

Barzilai, S., Tal-Savir, D., Abed, F., 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. https://doi.org/10.1016/j.chb.2024.108547

Primor, L., Hadar, L. L., Barzilai, S., Goldfarb Cohen, S., & Copti-Mshael, T. (2026). Fostering critical evaluation of online information sources across the curriculum. Thinking Skills and Creativity, 59, 102015. https://doi.org/10.1016/j.tsc.2025.102015

למידה מבוססת משחק

Barzilai, S., & Blau, I. (2014). Scaffolding game-based learning: Impact on learning achievements, perceived learning, and game experiences. Computers & Education, 70, 65-79. https://doi.org/10.1016/j.compedu.2013.08.003

Barzilai, S. (2017). "Half-reliable": A qualitative analysis of epistemic thinking in and about a digital game. Contemporary Educational Psychology, 51, 51-66. https://doi.org/10.1016/j.cedpsych.2017.06.004

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. https://doi.org/10.1016/j.compedu.2023.104832

Barzilai, S., & Stadtler, M. (2025). Learning to evaluate (mis)information in an online game: Strategies matter! Computers & Education, 227, 105210. https://doi.org/10.1016/j.compedu.2024.105210