| A review of research on metacognition in science education: current and future directions A Zohar, S Barzilai Studies in Science Education 49 (2), 121-169, 2013 | 522 | 2013 |
| Scaffolding game-based learning: Impact on learning achievements, perceived learning, and game experiences S Barzilai, I Blau Computers & Education 70, 65-79, 2014 | 493 | 2014 |
| Epistemic thinking in action: Evaluating and integrating online sources S Barzilai, A Zohar Cognition and Instruction 30 (1), 39-85, 2012 | 310 | 2012 |
| Reconsidering Personal Epistemology as Metacognition: A Multifaceted Approach to the Analysis of Epistemic Thinking S Barzilai, A Zohar Educational Psychologist 49 (1), 13-35, 2014 | 218 | 2014 |
| On the goals of epistemic education: Promoting apt epistemic performance S Barzilai, CA Chinn Journal of the Learning Sciences 27 (3), 353-389, 2018 | 211 | 2018 |
| A review of educational responses to the “post-truth” condition: Four lenses on “post-truth” problems S Barzilai, CA Chinn Educational Psychologist 55 (3), 107-119, 2020 | 205 | 2020 |
| Promoting Integration of Multiple Texts: a Review of Instructional Approaches and Practices S Barzilai, AR Zohar, S Mor-Hagani Educational Psychology Review 30 (3), 973–999, 2018 | 197 | 2018 |
| The role of epistemic perspectives in comprehension of multiple author viewpoints S Barzilai, Y Eshet-Alkalai Learning and Instruction 36, 86-103, 2015 | 191 | 2015 |
| Grasp of evidence: Problematizing and expanding the next generation science standards’ conceptualization of evidence RG Duncan, CA Chinn, S Barzilai Journal of Research in Science Teaching 55 (7), 907-937, 2018 | 167 | 2018 |
| Education for a “post-truth” world: New directions for research and practice CA Chinn, S Barzilai, RG Duncan Educational Researcher 50 (1), 51-30, 2021 | 158 | 2021 |
| Measuring epistemic thinking within and across topics: A scenario-based approach S Barzilai, M Weinstock Contemporary Educational Psychology 42, 141-158, 2015 | 135 | 2015 |
| Sourcing while reading divergent expert accounts: Pathways from views of knowing to written argumentation S Barzilai, E Tzadok, Y Eshet-Alkalai Instructional Science 43 (6), 737-766, 2015 | 135 | 2015 |
| Learning to integrate divergent information sources: the interplay of epistemic cognition and epistemic metacognition S Barzilai, I Ka'adan Metacognition and Learning 12, 193–232, 2017 | 112 | 2017 |
| Epistemic (meta) cognition: Ways of thinking about knowledge and knowing S Barzilai, A Zohar Handbook of epistemic cognition, 409-424, 2016 | 101 | 2016 |
| Disagreeing about how to know: The instructional value of explorations into knowing CA Chinn, S Barzilai, RG Duncan Educational Psychologist 55 (3), 167-180, 2020 | 74 | 2020 |
| Metacognition and teaching higher order thinking (HOT) in science education: Students' thinking, teachers' knowledge, and instructional practices A Zohar, S Barzilai The Routledge International Handbook of Research on Teaching Thinking, 229-242, 2015 | 68 | 2015 |
| Individual differences in multiple document comprehension S Barzilai, HI Strømsø Handbook of multiple source use, 99-116, 2018 | 67 | 2018 |
| Science Education in an Age of Misinformation J Osborne, D Pimentel, B Alberts, D Allchin, S Barzilai, C Bergstrom, ... Stanford University, 2022 | 63 | 2022 |
| Innovating pedagogy 2017: Open University innovation report 6 R Ferguson, S Barzilai, D Ben-Zvi, CA Chinn, C Herodotou, Y Hod, Y Kali, ... Milton Keynes, The Open University, UK, 2017 | 50* | 2017 |
| Dealing with disagreement: The roles of topic familiarity and disagreement explanation in evaluation of conflicting expert claims and sources S Barzilai, E Thomm, T Shlomi-Elooz Learning and Instruction 69, 101367, 2020 | 48 | 2020 |
Anat ZoharHebrew University of Jerusalem在 mail.huji.ac.il 的电子邮件经过验证
