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PhotoLingo—Development and Improvement of Higher-Order Thinking and Language Skills Through Photographs

Journal of education (Boston, Mass.), 2019-01, Vol.199 (1), p.45-56

2019

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Science Teachers' Use of Visual Representations

2014, 2014

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System thinking and feeding relations: learning with a live ecosystem model

Instructional science, 2012-03, Vol.40 (2), p.213-239

Eilam, Billie

2012

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Learners’ epistemic criteria and strategies for evaluating scientific visual representations

Learning and instruction, 2018-12, Vol.58, p.137-147

2018

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Probing Teachers’ Lesson Planning: Promoting Metacognition

Teachers College record (1970), 2017-01, Vol.119 (13), p.1-28

Eilam, Billie

2017

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Students’ planning in the process of self-regulated learning

Contemporary educational psychology, 2003-07, Vol.28 (3), p.304-334

2003

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Children’s Object Structure Perspective-Taking: Training and Assessment

International journal of science and mathematics education, 2019-12, Vol.17 (8), p.1541-1562

2019

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Long-Term Self-Regulation of Biology Learning Using Standard Junior High School Science Curriculum

Science education (Salem, Mass.), 2014-07, Vol.98 (4), p.705-737

2014

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Long-Term Self-Regulation of Biology Learning Using Standard Junior High School Science Curriculum

Science education (Salem, Mass.), 2014-07, Vol.98 (4), p.705

2014

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Long-Term Self-Regulation of Biology Learning Using Standard Junior High School Science Curriculum: LONG-TERM SELF-REGULATED BIOLOGY CURRICULUM

Science education (Salem, Mass.), 2014-07, Vol.98 (4), p.705-737

2014

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External Visual Representations in Science Learning: The case of relations among system components

International journal of science education, 2010-11, Vol.32 (17), p.2335-2366

2010

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Jewish and Arab Teacher Trainees' Orientations Toward Teaching-Learning Processes

Teaching education (Columbia, S.C.), , Vol.14 (2), p.169-186

Eilam, Billie

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Students learning following a single self-guided tour to a history museum

Social studies research & practice, 2023-12

2023

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Learning with multiple representations: Extending multimedia learning beyond the lab

Learning and instruction, 2008-08, Vol.18 (4), p.368-378

2008

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How Young Children Construe Pain Experienced by Self and Others: A Case of Naive Theory

The Journal of experimental education, 2015-04, Vol.83 (2), p.236-265

2015

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Construction of common interpretive spaces through intertextual loops – How teachers interpret multimodal learning materials

Teaching and teacher education, 2012, Vol.28 (1), p.89-100

2012

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'Photo-words': promoting language skills using photographs

Curriculum journal (London, England), 2019-09, Vol.30 (3), p.298-321

2019

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Teachers' interpretations of texts-image juxtapositions in textbooks: From the concrete to the abstract

Journal of curriculum studies, 2012-04, Vol.44 (2), p.265-297

2012

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The secrets of successful veteran biology teachers: metaphors of evolution, regeneration, and adaptation

Teachers and teaching, theory and practice, 2009-08, Vol.15 (4), p.493-513

Eilam, Billie

2009

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Teaching, learning, and visual literacy: The dual role of visual representation. 1. publ

Eilam, Billie

2012

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Learning to teach: enhancing pre-service teachers' awareness of the complexity of teaching-learning processes

Teachers and teaching, theory and practice, 2009-02, Vol.15 (1), p.87-107

2009

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Objects' Characteristics and Arrangements in a History Museum: Relations to Student Learning and Experiences

Journal of museum education, 2023-01, Vol.48 (1), p.76-87

2023

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Student conscientiousness, self-regulated learning, and science achievement: An explorative field study

Psychology in the schools, 2009-05, Vol.46 (5), p.420-432

2009

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Drops of water and of soap solution: Students' constraining mental models of the nature of matter

Journal of research in science teaching, 2004-12, Vol.41 (10), p.970-993

Eilam, Billie

2004

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Strata of comprehending ecology: Looking through the prism of feeding relations

Science education (Salem, Mass.), 2002-09, Vol.86 (5), p.645-671

Eilam, Billie

2002

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PhotoLingo—Development and Improvement of Higher-Order Thinking and Language Skills Through Photographs

Science Teachers' Use of Visual Representations

System thinking and feeding relations: learning with a live ecosystem model

Learners’ epistemic criteria and strategies for evaluating scientific visual representations

Probing Teachers’ Lesson Planning: Promoting Metacognition

Students’ planning in the process of self-regulated learning

Children’s Object Structure Perspective-Taking: Training and Assessment

Long-Term Self-Regulation of Biology Learning Using Standard Junior High School Science Curriculum

Long-Term Self-Regulation of Biology Learning Using Standard Junior High School Science Curriculum

Long-Term Self-Regulation of Biology Learning Using Standard Junior High School Science Curriculum: LONG-TERM SELF-REGULATED BIOLOGY CURRICULUM

External Visual Representations in Science Learning: The case of relations among system components

Jewish and Arab Teacher Trainees' Orientations Toward Teaching-Learning Processes

Students learning following a single self-guided tour to a history museum

Learning with multiple representations: Extending multimedia learning beyond the lab

How Young Children Construe Pain Experienced by Self and Others: A Case of Naive Theory

Construction of common interpretive spaces through intertextual loops – How teachers interpret multimodal learning materials

'Photo-words': promoting language skills using photographs

Teachers' interpretations of texts-image juxtapositions in textbooks: From the concrete to the abstract

The secrets of successful veteran biology teachers: metaphors of evolution, regeneration, and adaptation

Teaching, learning, and visual literacy: The dual role of visual representation. 1. publ

Learning to teach: enhancing pre-service teachers' awareness of the complexity of teaching-learning processes

Objects' Characteristics and Arrangements in a History Museum: Relations to Student Learning and Experiences

Student conscientiousness, self-regulated learning, and science achievement: An explorative field study

Drops of water and of soap solution: Students' constraining mental models of the nature of matter

Strata of comprehending ecology: Looking through the prism of feeding relations

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