Levy, S.T., & Speiser, S. (1992). Calculation of the exchange integral for short range intramolecular electronic energy transfer in bichromophoric molecules. Journal of Chemical Physics, 96(5), 3585–3593

Levy, S.T., Rubin, M.B., & Speiser, S. (1992). Orientational effects in intramolecular electronic energy transfer in bichromophoric molecules. Journal of Photochemistry and Photobiology A: Chemistry, 66, 159–169

Levy, S.T., Rubin, M.B., & Speiser, S. (1992). Photophysics of cyclic α-diketone aromatic ring bichromophoric molecules. Structures, spectra, and intramolecular electronic energy transfe Journal of the American Chemical Society, 114, 10747–10756

Levy, S.T., Rubin, M.B., & Speiser, S. (1993). Orientational effects in intramolecular electronic energy transfer in bichromophoric molecules. II: Triplet–triplet transfer. Journal of Photochemistry and Photobiology A: Chemistry, 69, 287–294

Rubin, M.B., Stucki, D., Moshenberg, R., Kapon, M., Levy, S.T., & Speiser, S. (1995). Molecular engineering of cyclic α–diketone–aromatic ring bichromophoric molecules for studies of intramolecular electronic energy transfer. Molecular Engineering, 4, 311–338

Levy, S.T., & Wilensky, U. (2008). Inventing a “Mid-level” to make ends meet: Reasoning between the levels of complexity. Cognition and Instruction, 26(1), 1–47

Levy, S.T., & Mioduser, D. (2008). Does it “want” or “was it programmed to…”? Kindergarten children’s explanations of an autonomous robot’s adaptive functioning. International Journal of Technology and Design Education, 18(4), 337–359

Mioduser, D., Levy, S.T., & Talis, V. (2009). Episodes to scripts to rules: Concrete–abstractions in kindergarten children’s explanations of a robot’s behavior. International Journal of Technology and Design Education, 19(1), 15–36

Levy, S.T., & Wilensky, U. (2009). Crossing levels and representations: The Connected Chemistry (CC1) curriculum. Journal of Science Education and Technology, 18(3), 224–242

Levy, S.T., & Wilensky, U. (2009). Students’ learning with the Connected Chemistry (CC1) curriculum: Navigating the complexities of the particulate world. Journal of Science Education and Technology, 18(3), 243–254

Levy, S.T., & Mioduser, D. (2010). Approaching complexity through planful play: Kindergarten children’s strategies in programming an autonomous robot. International Journal of Computers for Mathematical Learning, 15(1), 21–43

Mioduser, D., & Levy, S.T. (2010). Making sense by building sense: Kindergarten children’s construction and understanding of adaptive robot behaviors. International Journal of Computers for Mathematical Learning, 15(2), 99–127

Levy, S.T., & Wilensky, U. (2010). Mining students’ inquiry actions for understanding of complex systems. Computers & Education, 56(3), 556–573

Lahav, O., & Levy, S.T. (2011). Listening to complexity: Blind people’s learning about gas particles through a sonified model. International Journal on Disability and Human Development, 10(1), 87–91

Levy, S.T., & Lahav, O. (2011). Enabling blind people to experience science inquiry learning through sound-based mediation. Journal of Computer Assisted Learning, 28(6), 499–513

Gobert, J., O’Dwyer, L., Horwitz, P., Buckley, B., Levy, S.T., & Wilensky, U. (2011). Examining the relationship between students’ epistemologies of models and conceptual learning in three science domains: Biology, physics, & chemistry. International Journal of Science Education, 33(5), 653–684

Levy, S.T. (2013). Young children’s learning of water physics by constructing working systems. International Journal of Technology and Design Education, 23(3), 537–566

Hirsh, A., & Levy, S.T. (2013). Biking with particles: Junior triathletes’ learning about drafting through exploring agent-based models and inventing new tactics. Technology, Knowledge and Learning, 18, 9–37

Dubovi, I., Levy, S.T., & Dagan, E. (2015). The Contribution of Computerized Simulation to Medication Dosage Calculation Skills. Guf Yeda, 13, 4–12

Langbeheim, E., & Levy, S.T. (2016). Learning by Being – Playing Particles in the MeParticle–WeMatter Simulation. Journal of Chemical Education, 93(6), 1145–1147

Samon, S., & Levy, S.T. (2017). Micro–macro compatibility: When does a complex systems approach strongly benefit science learning?. Science Education, 101(6), 985–1014

Dubovi, I., Levy, S.T., & Dagan, E. (2017). Now I know how! The learning process of medication administration among nursing students with virtual reality simulation. Computers & Education, 113, 16–27

Lahav, O., Kittany, J., Levy, S.T., & Furst, M. (2017). Perception of multi-varied sound patterns of sonified representations of complex systems by people who are blind. Journal of Alternative Medicine Research, 9(2), 201–205

Levy, S.T., Peleg, R., Ofeck, E., Tabor, N., Dubovi, I., Bluestein, S., & Ben-Zur, H. (2018). Multiple social activities within a constrained responsive environment: Discovering principles of congestion by driving in Traffic Jams. Instructional Science, 46(1), 105–132

Dubovi, I., Levy, S.T., & Dagan, E. (2018). Situated simulation-based learning environment to improve proportional reasoning in nursing students. International Journal of Science and Mathematics Education, 16(8), 1521–1539

Dubovi, I., Dagan, E., & Levy, S.T. (2018). Nursing students’ learning with complexity-based computerized models pharmacology of Diabetes Mellitus: A quasi-experimental study. Nurse Education Today, 61, 175–181

Langbeheim, E., & Levy, S.T. (2018). Feeling the forces within materials: Bringing inter-molecular bonding to the fore using embodied modelling. International Journal of Science Education, 40(16), 1994–2023

Lahav, O., Hagab, N., Abed el Kader, S., Levy, S.T., & Talis, V. (2018). Listen to the models: Sonified learning models for people who are blind. Computers & Education, 127, 141–153

Zohar, A.R., & Levy, S.T. (2019). Students’ reasoning about chemical bonding: The lacuna of repulsion. Journal of Research in Science Teaching, 56(7), 881–904

Lahav, O., Hagab, N., Levy, S.T., & Talis, V. (2019). Computer-model-based audio and its influence on science learning by people who are blind. Interactive Learning Environments, 27(5–6), 856–868

Zohar, A.R., & Levy, S.T. (2019). Attraction vs. repulsion – Learning about forces and energy in chemical bonding with the ELI-Chem simulation. Chemistry Education Research and Practice, 20(4), 667–684

Dagan, E., Dubovi, I., Levy, M., Zuckerman-Levin, N., & Levy, S.T. (2019). Adherence to diabetes care: Knowledge of biochemical processes has a high impact on glycemic control among adolescents with type-1 diabetes. Journal of Advanced Nursing, 75(11), 2701–2709

Langbeheim, E., & Levy, S.T. (2019). Diving into the particle model: Examining the affordances of participating as a particle in a simulation of a fluid. Computers & Education, 139, 165–180

Samon, S., & Levy, S.T. (2020). Interactions between reasoning about complex systems and conceptual understanding in learning chemistry. Journal of Research in Science Teaching, 57(1), 58–86

Dubovi, I., Levy, S.T., Levy, M., Zuckerman-Levin, N., & Dagan, E. (2020). Glycemic control in adolescents with type 1 diabetes: Are computerized simulations effective learning tools?. Pediatric Diabetes, 21(2), 328–338

Bielik, T., Fonio, E., Feinerman, O., Duncan, R.G., & Levy, S.T. (2021). Working together: Integrating computational modeling approaches to investigate complex phenomena. Journal of Science Education and Technology, 30(1), 40–57

Zohar, A.R., & Levy, S.T. (2021). From feeling forces to understanding forces: The impact of bodily engagement on learning in science. Journal of Research in Science Teaching, 58(8), 1203–1237

Saba, J., Hel-Or, H., & Levy, S.T. (2023 – online 2021). Matter.in.Motion: Learning by modeling systems in chemistry and physics with a universal programming platform. Interactive Learning Environments, 31(5), 3128–3147

Samon, S., & Levy, S.T. (2021). Not without labs: The role of physical and computer-based experiences in learning science using a complex systems approach. Science & Education, 30, 717–753

Lahav, O., Kittany, J., Levy, S.T., & Furst, M. (2022). Perception of sonified representations of complex systems by people who are blind. Assistive Technology, 34(1), 11–19

Lucas-Alba, A., Levy, S.T., Melchor, O.M., Zarzoso-Robles, A., Blanch, M.T., & Lombas, A.S. (2022). Learning an alternative car-following technique to avoid congestion with an instructional driving simulator. IEEE Transactions on Learning Technologies, 15(6), 771–782

Saba, J., Langbeheim, E., Hel-Or, H., & Levy, S.T. (2023). Identifying aspects of complex and technological systems in the mental models of students who constructed computational models of electric circuits. Journal of Research in Science Teaching, 60(4), 681–723

Saba, J., Hel-Or, H., & Levy, S.T. (2023). Promoting learning transfer in science through a complexity approach and computational modeling. Instructional Science, 51, 475–507

Masarwa, B., Hel-Or, H., & Levy, S.T. (2024). Kindergarten children’s learning of computational thinking with the “Sorting like a Computer” learning unit. Journal of Research in Childhood Education, 38(2), 165–188

Peleg, R., Lahav, O., Hagab, N., Talis, V., & Levy, S.T. (2024). Listening to or looking at models: Learning about dynamic complex systems in science among learners who are blind and learners who are sighted. Journal of Computer Assisted Learning, 40(2), 452–464

Peleg, A., & Levy, S.T. (2024). On the inter-relationships between teachers, technologies, and children in makerspace environments: A comparative case study in kindergarten classroom Journal of Research in Childhood Education, 38(3), 405–432

Langbeheim, E., Saba, J., & Levy, S.T. (online 2024). Invented models – Relating students’ constructions of computational models to their learning gains. Interactive Learning Environments, 33(3), 1473–1490

Peleg, A., & Levy, S.T. (2024). Emergent leadership and gender differences: A comparative case study of 5–6-year-olds in makerspaces. Early Childhood Education Journal, 52, 335–353

Peleg, A., & Levy, S.T. (2025). The impact of makerspaces in early childhood education on children’s creativity and self-efficacy. Journal of Research in Childhood Education, 39(1), 1–19

Garty, B., Gambash, G., Levy, S.T., & Bar-Oz, G. (2025). Wine economy in Byzantine Shivta (Negev, Israel): Exploring the role of runoff agriculture and droughts through agent-based modeling. PLOS ONE, 20(7), e0325204