Journal Articles

Accepted and In Press

N/A

Published

Sharon, A. J. & Baram-Tsabari, A. (2018).
A Matter of Trust: Parental Hesitancy towards Routine Childhood Vaccines [Hebrew]. Guf Yeda: Journal of Nursing Research, 16, 11-18.
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Swirski, H., Yarden, A., and Baram-Tsabari, A. (2018).
Does interest have an expiration date? An analysis of students’ questions as resources for context-based learning in formal and informal science learning environments. International Journal of Science Education, 40(10), 1136-1153. DOI: 10.1080/09500693.2018.1470348
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Baram-Tsabari, A. and Segev E. (2018).
Global and local “teachable moments”: The role of Nobel Prize and national pride. Public Understanding of Science. DOI: 10.1177/0963662518768410
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Shauli, S. and Baram-Tsabari, A. (2018).
The usefulness of science knowledge for parents of hearing-impaired children. Public Understanding of Science. DOI: 10.1177/0963662518772503
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Orr, D. and Baram-Tsabari, A. (2018).
Science and politics in the polio vaccination debate on Facebook: A mixed-methods approach to public engagement in a science-based dialogue. Journal of Microbiology & Biology Education, 19(1): DOI: 10.1128/jmbe.v19i1.1500
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Peleg, R., & Baram-Tsabari, A. (2017).
Learning robotics in a science museum theatre Play: Investigation of learning outcomes, contexts and experiences. Journal of Science Education and Technology26(6), 561-581. DOI: 10.1007/s10956-017-9698-9
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Golumbic, Y. N., Orr, D., Baram-Tsabari, A., & Fishbain, B. (2017).
Between vision and reality: A study of scientists’ views on citizen science. Citizen Science: Theory and Practice, 2(1), 6. DOI: 10.5334/cstp.53
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Rakedzon, R., Segev, E., Chapnik, N., Yosef, R. and Baram-Tsabari, A. (2017).
Automatic jargon identifier for scientists engaging with the public and science communication educators. PLOS ONE, 12(8), e0181742. DOI: 10.1371/journal.pone.0181742
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Armon, R., Barel Ben-David, Y., and Baram-Tsabari, A. (2017).
Ribosomes as current affairs – The science of London and Kirschenbaum [Hebrew]. Media Frames, 16, 85-108.

Fishbain, B., Lerner, U., Castell, N., Cole-Hunter, T., Popoola, O., & Broday, D., … Golumbic, Y. N., Baram-Tsabari, A., … et al. (2017).
An evaluation tool kit of air quality microsensing units. Science of the Total Environment, 575, 639-648. DOI: 10.1016/j.scitotenv.2016.09.061
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Baram-Tsabari, A., & Lewenstein, B. V. (2017).
Science communication training: What are we trying to teach? International Journal of Science Education, Part B, 7(3), 285-300. DOI: 10.1080/21548455.2017.1303756
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Rakedzon, T. and Baram-Tsabari, A. (2017).
To make a long story short: A rubric for assessing graduate students’ academic and popular science writing skills. Assessing Writing, 32, 28-42. DOI: 10.1016/j.asw.2016.12.004
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Heinz, J., Enghag, M., Stuchlikova, I., Cakmakci, G., Peleg R. and Baram-Tsabari, A. (2017).
Impact of initiatives to implement science inquiry – a comparative study of the Turkish, Israeli, Swedish and Czech science education systems. Cultural Studies of Science Education, 12(3), 677–708. DOI: 10.1007/s11422-015-9704-6
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Boas, H. and Baram-Tsabari, A. (2016).
The puzzle of “The University on Air”: A story on media and academia in Israel 1977-2013. Israel Studies Review, 31(2), 1-21. DOI: 10.3167/isr.2016.310202
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Orr, D., Baram-Tsabari, A., & Landsman, K. (2016).
Social media as a platform for health-related public debates and discussions: The Polio vaccine on Facebook. Israel Journal of Health Policy Research, 5(34). DOI:  10.1186/s13584-016-0093-4
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Rakedzon, T. and Baram-Tsabari, A. (2016).
Synergy or interference in learning to write scientific genres: Assessing and improving L2 students’ popular science writing in an academic writing course. Educational Psychology, 37(1), 48-66.DOI: 10.1080/01443410.2016.1192108
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Armon, R. and Baram-Tsabari, A. (2016).
Our findings, my method: Framing science in televised interviews. Public Understanding of Science. DOI: 10.1177/0963662516648532
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Kahle, K., Sharon, A. J., & Baram-Tsabari, A. (2016).
Footprints of Fascination: Digital Traces of Public Engagement with Particle Physics on CERN’s Social Media Platforms. PLOS ONE, 11(5), e0156409. DOI: 10.1371/journal.pone.0156409
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Peleg, R. and Baram-Tsabari, A. (2016).
Understanding producers’ intentions and viewers’ learning outcomes in a science museum theater play on evolution. Research in Science Education, 46, 715-742.
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Swirski, H., & Baram-Tsabari, A. (2015).
“Will a black hole eventually swallow the earth?” Fifth graders’ interest in questions from a textbook, an open educational resource, and other students’ questions. Interdisciplinary Journal of e-Skills and Life Long Learning, 11, 313-327.
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Hagay, G., and Baram-Tsabari, A. (2015).
A strategy for incorporating students’ interests into the high-school biology classroom. Journal of Research in Science Teaching. Published online March 20. DOI: 10.1002/tea.21228
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Golumbic, Y. N., Baram-Tsabari, A., & Fishbain B. (2015).
Citizen science: Public participation in science [Hebrew]. Ecology and the Environment, 6(1), 14-23.
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Baram-Tsabari, A. and Osborne, J. (2015).
Bridging science education and science communication research. Journal of Research in Science Teaching, 52(2), 135-144.
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Swirski, H., and Baram-Tsabari, A. (2014).
Bridging the gap between the science curriculum and students’ questions: Comparing linear vs. hypermedia online learning environments. Interdisciplinary Journal of e-Skills and Lifelong Learning, 10, 153-175.
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Sharon A.J., and Baram-Tsabari, A. (2014).
Measuring mumbo-jumbo: A preliminary quantification of the use of jargon in science communication. Public Understanding of Science, 23(5), 528–546.
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Baram-Tsabari, A. and Segev E. (2013).
The half-life of a ‘teachable moment’: the case of Nobel laureates. Public Understanding of Science, 24(3), 326-337.
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Hagay, G., Peleg, R., Laslo, E. and Baram-Tsabari, A. (2013).
Nature or nurture? A lesson incorporating students’ interests in a high-school biology class. Journal of Biological Education, 47(2), 117-122.
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Baram-Tsabari, A. and Lewenstein, B. V. (2013).
An instrument for assessing scientists’ written skills in public communication of science. Science Communication, 35(1), 56-85.
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Hagay, G., Baram-Tsabari, A. and Peleg, R. (2012).
The co-authored curriculum: high school teachers’ reasons for including students’ extra-curricular interests in their teaching. International Journal of Science and Mathematics Education, 11(2), 407-431.
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Hagay, G., Baram-Tsabari, A., Ametller, J., Cakmakci, G., Lopes, B., Moreira, A., and Pedrosa-de-Jesus, H. (2012).
The generalizability of students’ interests in biology across gender, country and religion. Research in Science Education, 43(3), 895-919.
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Segev, E. and Baram-Tsabari, A. (2012).
Seeking science information online: Data mining Google to better understand the roles of the media and the education system. Public Understanding of Science, 21(7), 813-829.
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Hagay, G. and Baram-Tsabari, A. (2012).
Including students’ voices as engagement with curriculum: Perspectives from a secondary biology course. Canadian Journal of Science, Mathematics and Technology Education, 12(2), 160-177.
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Laslo, E., Baram-Tsabari, A. and Lewenstein, B. V. (2011).
A Growth Medium for the Message: Online Science Journalism Affordances for Exploring Public Discourse of Science and Ethics. Journalism: Theory, Practice and Criticism, 12(7), 847-870.
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Peleg, R and Baram-Tsabari, A. (2011).
Atom Surprise: Using Theatre in Primary Science Education. Journal of Science Education and Technology, 20(5), 508-524.
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Baram-Tsabari, A. and Segev E. (2011).
Exploring new web-based tools to identify public interest in science. Public Understanding of Science, 20(1), 130-143.
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Baram-Tsabari, A. and Yarden, A. (2011).
Quantifying the gender gap in science interest. International Journal of Science and Mathematics Education, 9(3), p. 523.
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Hagay, G. and Baram-Tsabari, A. (2011).
A shadow curriculum: Incorporating students’ interests into the formal biology curriculum. Research in Science Education, 41(5), 611-634.
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Baram-Tsabari, A., Sethi R. J., Bry L. and Yarden, A. (2010).
Identifying students’ interests in biology using a decade of self-generated questions. Eurasia Journal of Mathematics, Science & Technology Education, 6(1), 63-75.
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Baram-Tsabari, A. and Kaadni, A. (2009).
Gender dependency and cultural independency of science interest in an open distant science learning environment. International Review of Research in Open and Distance Learning, 10(2).
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Baram-Tsabari, A. and Yarden, A. (2009).
Identifying meta-clusters of students’ interest in science and their change with age. Journal of Research in Science Teaching, 46(9), 999-1022.
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Baram-Tsabari, A., Sethi R. J., Bry L. and Yarden, A. (2009).
Asking scientists: A decade of questions analyzed by age, gender, country and time. Science Education, 93(1), 131-160.
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Baram-Tsabari, A. and Yarden, A. (2008).
Girls’ biology, boys’ physics: Evidence from free-choice science learning settings. Research in Science Technological Education, 26(1), 75-92.
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Baram-Tsabari, A. and Yarden, A. (2007)
Interest in biology: A developmental shift characterized using self-generated questions. The American Biology Teacher, 69(9), 546-554.
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Baram-Tsabari, A., Sethi R. J., Bry L. and Yarden, A. (2006).
Using questions sent to an Ask-A-Scientist site to identify children’s interests in science. Science Education, 90(6), 1050-1072.
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Baram-Tsabari, A. and Yarden, A. (2005).
Text genre as a factor in the formation of scientific literacy. Journal of Research in Science Teaching, 42(4), 403-428.
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Baram-Tsabari, A. and Yarden, A. (2005).
Characterizing children’s spontaneous interests in science and technology. International Journal of Science Education, 27(7), 803-826.
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