Journal Articles

Accepted and In Press



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.

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

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
Abstract    PDF

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
Abstract    PDF

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

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

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

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
Abstract     PDF

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
Abstract     PDF

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

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

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

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
Abstract      PDF

Armon, R. and Baram-Tsabari, A. (2016).
Our findings, my method: Framing science in televised interviews. Public Understanding of Science. DOI: 10.1177/0963662516648532
Abstract     PDF

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.
Abstract    PDF

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.

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
Abstract    PDF

Golumbic, Y. N., Baram-Tsabari, A., & Fishbain B. (2015).
Citizen science: Public participation in science [Hebrew]. Ecology and the Environment, 6(1), 14-23.

Baram-Tsabari, A. and Osborne, J. (2015).
Bridging science education and science communication research. Journal of Research in Science Teaching, 52(2), 135-144.
Abstract    PDF (Editorial)

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.

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.
Abstract   PDF

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.
Abstract      PDF

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.
Abstract    PDF

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.
Abstract   PDF

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.
Abstract    PDF

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.
Abstract    PDF

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.
Abstract    PDF

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.
Abstract    PDF

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.
Abstract    PDF

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.
Abstract    PDF

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.
Abstract    PDF

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).
Abstract    PDF

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.
Abstract    PDF

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.
Abstract    PDF

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.
Abstract    PDF

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.
Abstract    PDF

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.
Abstract    PDF

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.
Abstract    PDF

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.
Abstract    PDF