Akyol Z, Garrison DR (2011). Understanding cognitive presence in an online and blended community of inquiry: Assessing outcomes and processes for deep approaches to learning. British Journal of Educational Technology, 42, 233-250.
Alonso F, Manrique D, Martínez L, Viñes JM (2011). How blended learning reduces underachievement in higher education: an experience in teaching computer sciences. IEEE Transaction on Education, 54, 471-478.
Baram-Tsabari A, Yarden A (2005). Text Genre as a Factor in the Formation of Scientific Literacy. Journal of Research in science teaching, 2, 403-428.
Bazerman C (1988). Shaping written knowledge: The genre and activity of the experimental article in science. Madison, WI: The University of Wisconsin Press.
Bergtrom G (2011). Content vs. learning: an old dichotomy in science courses. Journal of Asynchronous Learning Networks, 15, 33-44.
Bowen G M, Roth WM (2005). Data and graph interpretation practices among preservice science teachers. Journal of Research in Science Teaching, 42, 1063-1088.
Bonney B, Cooper CB, Dickinson J, Kelling S, Phillips T, Rosenberg K V, Shirk J (2009). Citizen Science: A Developing Tool for Expanding Science Knowledge and Scientific Literacy. BioScience, 49, 977-984. http://www.jstor.org/stable/10.1525/bio.2009.59.11.9
Cacciamani S, Cesareni D, Martini F, Ferrini T, Fujita N (2012). Influence of participation, facilitator styles, and metacognitive reflection on knowledge building in online university courses. Computers & Education, 58, 874-884.
Chiu J.L. & Linn, M.C. (2012). The role of self-monitoring in learning chemistrywith dynamic visualizations. In: A. Zohar & Y.J. Dori (Eds), Metacognition in Science Education (pp. 133-154). Dordrecht, The Netherlands: Springer.
Colucci-Gray L, Camino E, Barbiero G, Gray D (2006). From scientific literacy to sustainability literacy: An ecological framework for education. Science Education, 90, 227–252.
DeBoer GE (2000). Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform. Journal of Research in Science Teaching, 37, 582-601.
Djenic S, Kreneta R, Mimic J (2011). Blended learning of programming in the internet age. IEEE Transactions on Education, 54, 247-254.
Dori, Y.J. and Herscovitz, O. (1999). Question posing capability as an alternative evaluation method: Analysis of an environmental case study. Journal of Research in Science Teaching, 36(4), 411-430.Author, Colleague (2008). Journal of Research in Science Teaching.
Dori, Y.J. and Sasson, I. (2008). Chemical understanding and graphing skills in an honors case-based computerized chemistry laboratory environment: The value of bidirectional visual and textual representations. Journal of Research in Science Teaching, 45(2), 219-250.
Gardner G, Jones G, Taylor A, Forrester J, Robertson L (2010). Students’ risk perceptions of nanotechnology applications: Implications for science education. Int J Sci Educ, 32, 1951-1969.
Garrison DR (2007). Online community of inquiry review: social, cognitive, andteaching presence issues. Journal of Asynchronous Learning Networks, 11, 61-72.
Garrison DR, Kanuka H (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7, 95-105.
Ghent C (2010). What undergraduates choose to think and write about when reading science news articles on the internet. Journal of College Science Teaching, 39, 34-38.
Herscovitz, O., Kaberman, Z., Saar, L. and Dori, Y.J. (2012). The relationship between metacognition and the ability to pose questions in chemical education. In A. Zohar and Y.J. Dori (Eds.) Metacognition in Science Education: Trends in Current Research (pp. 165-195). Dordrecht, The Netherlands: Springer-Verlag.
Hmelo-Silver CE (2006). Design principles for scaffolding technology-basedinquiry. In A. M. O’Donnell, C. E. Hmelo-Silver, and G. Erkens (Eds.).Collaborative learning, reasoning, and technology (pp. 147-170). Mahwah,NJ. Erlbaum.
Kali, Y., Levine-Peled, R. and Dori, Y.J. (2009). The role of design-principles in designing courses that promote collaborative learning in higher education. Computers in Human Behavior, 25(5), 1067-1078.
Kali Y, Linn M C (2007). Technology-enhanced support strategies for inquiry learning. In J. M. Spector, M. D. Merrill, J. J. G. V. Merriënboer & M. P. Driscoll (Eds.), Handbook of research on educational communications and technology (3rd Edition) (pp. 445-461). Mahwah, NJ: Erlbaum.
Kavadella A, Tsiklakis K, Vougiouklakis G, Lionarakis A (2012). Evaluation of a blended learning course for teaching oral radiology to undergraduate dental students. Eur J Dent Educ, 16, e88-e95.
Kenney J (2011). Adopting a blended learning approach: challenges encountered and lessons learned in an action research study. Journal of Asynchronous Learning Networks, 15, 45-57.
Kaberman, Z. and Dori, Y.J. (2009A). Question posing, inquiry, and modeling skills of high school chemistry students in the case-based computerized laboratory environment. International Journal of Science and Mathematics Education, 7, 597-625.
Kaberman, Z. and Dori, Y.J. (2009B). Metacognition in chemical education: Question posing in the case-based computerized learning environment. Instructional Science, 37(5), 403-436.
Klein PD (2006). The Challenges of Scientific Literacy: From the viewpoint of second‐generation cognitive science. Int J Sci Educ, 28, 143-178.
Knipples MCPJ (2002). Coping with the abstract and complex nature of genetics in biology education: The yoyo learning and teaching strategy. Utrecht: CD-β Press.
Koretsky MD, Amatroe D, Barnes C., and Kimura S (2008). Enhancement of student learning in experimental design using a virtual laboratory. IEEE Transactions on Education, 51, 76-85.
Marbach-Ad G, Sokolove PG (2000). Can undergraduate biology students learn to ask higher level questions? Journal of Research Teaching, 36, 854-870.
Marbach-Ad G, Yarden H, Gershoni JM (2007). Using the concept map technique as diagnostic and instructional tool in introductory cell biology to college freshmen. Journal of Student Centered Learning, 3, 163-177.
McNamara DS, O’Reilly T (2009). Theories of comprehension skills: knowledge and strategies versus capacity and suppression. Advances in Psychology Research, 62, 1-24.
Murcia K (2009). Re-thinking the development of scientific literacy through a rope metaphor. Research in Science Education, 39, 215-229.
National Research Council (1996). From analysis to action: Undergraduate education in science, mathematics, engineering, and technology. Center for Science, Mathematics, and Engineering Education. Washington, D.C.: National Academy Press.
National Research Council (2011). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, D.C.: National Academy Press.
Norris SP, Phillips LM (2003). How literacy in its fundamental sense is central to scientific literacy. Science Education, 87, 224-240.
Norris SP, Phillips LM (2012). Reading science: How a naive view of reading hinders so much else. In A Zohar, YJ Dori (Eds.), Metacognition in Science Education: Trends in Current Research, Contemporary Trends and Issues in Science Education 40, pp. 37-56. Springer.
O’Donnell AM, Hmelo-Silver C, Erkens G (2006). Collaborative learning, reasoning, and technology. Mahwah, NJ: Lawrence Erlbaum.
Roth WM (2003). Toward an anthropology of graphing. Dordrecht: Kluwer Academic.
O'Neill DK, Joseph L, Polman JL (2004). Why educate “little scientists?” examining the potential of practice-based scientific literacy. Journal of Research in Science Teaching, 41, 234-266.
Palincsar AS, Brown LA (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cogn Instr, 1, 117-175.
Precel K, Eshet-Alkalai Y, Alberton Y (2009) Pedagogical and design aspects of a blended learning course. International Review of Research in Open and Distance Learning, 10, 1-16.
Roth WM (2004). Emergence of graphing practices in scientiﬁc research. J Cogn Cult, 4, 595–627.
Roth WM, Bowen GM (1999). Digitizing lizards or the topology of vision in ecological ﬁeldwork. Soc Stud Sci, 29, 719–764.
Sadler TD, Zeidler DL (2009). Scientific literacy, PISA, and socio-scientific discourse: Assessment for progressive aims of science education. Journal of Research in Science Teaching, 46, 909-921.
Schworm S, Hans Gruber H (2012). E-learning in universities: supporting help-seeking processes by instructional prompts. British Journal of Educational Technology, 43, 272–281.
Tsaushu M, Tal T, Sagy O, Kali Y, Gepstein S, Zilberstein D (2012). Peer learning and support of technology in an undergraduate biology course to enhance deep learning. CBE-Life Sciences Education, 11, 402-412.
Yang D, Richardson JC, French BF, Lehman JD (2011). The development of a content analysis model for assessing students’ cognitive learning in asynchronous online discussions. Education Tech Research Dev, 59, 43–70.
Yarden A, Brill G, Falk H (2001). Primary literature as a basis for a high-school biology curriculum. Journal of Biological Education, 35, 190–195.
Yore LD, Hand BM, Prain V (2002). Scientists as writers. Science Education, 86, 672–692.
Yore LD, Pimm D, Tuan HL (2007). The literacy component of mathematical and scientific literacy. International Journal of Science and Mathematics Education, 5, 559-589.