Publications

Langbeheim, E., Saba, J., & Levy, S.T. (2024). Inventing models for learning– relating students’ constructions of computational models to their learning gains. Interactive Learning Environments, 1-16.

Peleg, A., & Levy, S.T. (2024). On the inter-relationships between teachers, technologies, and children in makerspace environments: A comparative case study in kindergarten classrooms. Journal of Research in Childhood Education, 38(3), 405-432. 

Peleg, R., Lahav, O., Hagab, N., Talis, V., & Levy, S. T. (2024). Listening to or looking at models: Learning about dynamic complex systems in science among learners who are blind and learners who are sighted. Journal of Computer Assisted Learning, 40(2), 452-464. 

Masarwa, B., Hel-Or, H., & Levy, S.T.  (2024). Kindergarten Children’s Learning of Computational Thinking with the "Sorting like a Computer" Learning Unit. Journal of Research in Childhood Education, 38(2), 165-188. 

Saba, J., Hel-Or, H., & Levy, S.T. (2023). Promoting Learning Transfer in Science through a Complexity Approach and Computational Modeling. Instructional Science, 51, 475–507 

Lucas-Alba,  A., Levy, S. T., Melchor, Ó. M., Zarzoso-Robles, A., Ferruz, A. M., Blanch, M. T., & Lombas, A. S. (2022). Learning an Alternative Car-Following Technique to Avoid Congestion with an Instructional Driving Simulator. IEEE Transactions on Learning Technologies, 15(6), 771-782.

Saba, J., Langbeheim, E., Hel-Or, H., & Levy, S.T. (online). Identifying Aspects of Complex and Technological Systems in the Mental Models of Students Who Constructed Computational Models of Electric Circuits. Journal of Research in Science Teaching,  https://doi.org/10.1002/tea.21814

Lahav, O., Kittany, J., Levy, S.T. & Furst, M. (2022). Perception of sonified representations of complex systems by people who are blind. Assistive Technology, 34(1), 11-19.

Samon, S., & Levy, S.T. (2021). Not without Labs: The role of physical and computer-based experiences in learning science using a complex systems approach. Science & Education, 30, 717-753.

Saba, J., Hel-Or, H., & Levy, S. T. (2021). Much. Matter. in. Motion: learning by modeling systems in chemistry and physics with a universal programing platform. Interactive Learning Environments, 1-20.

Zohar, A.R., & Levy, S.T. (2021). From feeling forces to understanding forces: The impact of bodily engagement on learning in science. Journal of Research in Science Teaching, 58(8), 1203-1237.

Dubovi, I., Levy, S.T., Levy, M., Zuckerman-Levin, N. & Dagan, E., (2020). Glycemic control in adolescents with type 1 diabetes: Are computerized simulations effective learning tools? Pediatric Diabetes, 21(2), 328-338.

Samon, S., & Levy, S.T. (2019). Interactions between reasoning about complex systems and conceptual understanding in learning chemistry. Journal of Research in Science Teaching, 57(1), 58-86.

Langbeheim, E., & Levy, S.T. (2019).  Diving into the particle model: Examining the affordances of participating as a particle in a simulation of a fluid. Computers & Education, 139, 165–180.

Dagan, E., Dubovi, I., Levy, M., Zuckerman, Levin, N., & Levy, S. T. (2019). Adherence to diabetes care: knowledge of biochemical processes has a high impact on glycemic control among adolescents with type 1 diabetes. Journal of Advanced Nursing, 75(11), 2701-2709.

Zohar, A. R., & Levy, S. T. (2019). Attraction vs. Repulsion – learning about forces and energy in chemical bonding with the ELI-Chem simulation. Chemical Education Research & Practice, 20(4), 667-684.

Lahav, O., Hagab, N., Levy, S. T., & Talis, V. (2019). Computer-model-based audio and its influence on science learning by people who are blind. Interactive Learning Environments, 27(5-6), 856-868.

Zohar, A. R., & Levy, S. T. (2019). Students’ reasoning about chemical bonding: The lacuna of repulsion. Journal of Research in Science Teaching, 56(7), 881-904.

Lahav, O., Hagab, N., Abed el Kader, S., Levy, S.T. & Talis V. (2018). Listen to the models: Sonified learning models for people who are blind. Computers & Education, 127, 141-153.

Langbeheim, E., & Levy, S.T. (2018).  Feeling the Forces inside Materials: bringing inter-molecular bonding to the fore using Embodied Modelling. International Journal of Science Education, 1-20.

Dubovi, I., Dagan, E., & Levy, S.T. (2018). Nursing students' learning with complexity-based computerized models pharmacology of Diabetes Mellitus: A quasi-experimental study. Nurse Education Today, 61, 175-181.

Dubovi, I., Levy, S. T., & Dagan, E. (2018). Situated Simulation-Based Learning Environment to Improve Proportional Reasoning in Nursing Students. International Journal of Science and Mathematics Education, 16(8), 1521-1539.

Lahav, O., Kittany, J., Levy, S.T. & Furst, M. (2017). Perception of multi-varied sound patterns of sonified representations of complex systems by people who are blind. Journal of Alternative Medicine Research, 9(2), 201-205.

Levy, S.T., Peleg, R., Ofeck, E., Tabor, N., Dubovi, I., Bluestein, S., & Ben-Zur, H. (2018). Multiple Social Activities within a Constrained Responsive Environment: Discovering principles of congestion by driving in Traffic Jams. Instructional Science, 46(1), 105-132.

Dubovi, I., Levy, S.T. & Dagan, E. (2017). Now I Know How! The Learning Process of Medication Administration among Nursing Students with Virtual Reality Simulation. Computers & Education, 113, 16-27.

Samon, S., & Levy, S.T. (2017). Micro-Macro Compatibility: When does a complex systems approach strongly benefit science learning? Science Education, 101(6), 985-1014.

Langbeheim, E., & Levy, S.T. (2016). Learning by Being – Playing Particles in the MeParticle-WeMatter Simulation. Journal of Chemical Education, 93(6), 1145-1147.

Dubovi, I., Levy, S.T. & Dagan, E. (2015). The Contribution of Computerized Simulation to Medication Dosage Calculation Skills. Guf Yeda, 13, 4-12 [Hebrew].

Hirsh, A., & Levy, S.T. (2013). Biking with Particles: Junior triathletes’ learning about drafting through exploring agent-based models and inventing new tactics. Technology, Knowledge and Learning, 18, 9-37.

Levy, S.T. (2012). Young children's learning of water physics by constructing working systems. International Journal of Design and Technology Education, 25, 537-566.

Levy, S.T., & Lahav, O. (2011). Enabling blind people to experience science inquiry learning through sound-based mediation. Journal of Computer Assisted Learning, 28(6), 499-513.

Lahav, O. & Levy, S.T. (2011). Listening to Complexity: Blind people’s learning about gas particles through a sonified model. International Journal on Disability and Human Development, 10(1), 87-91.

Levy, S.T. & Wilensky, U. (2010). Mining students’ inquiry actions for understanding of complex systems. Computers & Education, 56(3), 556-573.

Mioduser, D. & Levy, S.T. (2010). Making sense by building sense: Kindergarten children’s construction and understanding of adaptive robot behaviors. International Journal of Computers in Mathematical Learning, 15(2), 99-127.

Levy, S.T.& Mioduser, D. (2010).  Approaching complexity through planful play: Kindergarten children’s strategies in programming an autonomous robot. International Journal of Computers in Mathematical Learning, 15(1), 21-43.

Gobert, J., O’Dwyer, L., Horwitz, P., Buckley, B., Levy, S.T., & Wilensky, U. (2011). Examining the relationship between students’ epistemologies of models and conceptual learning in three science domains: Biology, Physics, & Chemistry. International Journal of Science Education, 33(5), 653-684.

Levy, S.T., & Wilensky, U. (2009). Students’ Learning with the Connected Chemistry (CC1) Curriculum: Navigating the Complexities of the Particulate World. Journal of Science Education and Technology, 18(3), 243-254.

Levy, S.T., & Wilensky, U. (2009). Crossing levels and representations: The Connected Chemistry (CC1) curriculum. Journal of Science Education and Technology, 18(3), 224-242.

Mioduser, D., Levy, S.T., & Talis, V. (2009). Episodes to scripts to rules: concrete-abstractions in kindergarten children’s explanations of a robot’s behavior. International Journal of Technology and Design Education, 19(1), 15-36.

Levy, S.T., & Mioduser, D. (2008).  Does it «want» or «was it “programmed to…»? Kindergarten children’s explanations of an autonomous robot’s adaptive functioning.  International Journal of Technology and Design Education, 18(4), 337-359.

Levy, S.T., & Wilensky, U. (2008).  Inventing a “Mid-level” to make ends meet: Reasoning between the levels of complexity. Cognition and Instruction, 26(1), 1-47. 

Rubin, M.B., Stucki, D., Moshenberg, R., Kapon, M., Levy, S.T., Speiser, S. (1995). Molecular engineering of cyclic a–diketone-aromatic ring bichromophoric molecules for studies of intramolecular electronic energy transfer. Molecular Engineering, 4, 311-338.

Levy, S.T., Rubin, M.B., Speiser, S. (1993).  Orientational effects in intramolecular electronic energy transfer in bichromophoric molecules. II: Triplet-triplet transfer.  Journal of Photochemistry and Photobiology A: Chem, 69, 287-294.

Levy, S.T., Speiser, S. (1992).  Calculation of the exchange integral for short range intramolecular electronic energy transfer in bichromophoric molecules.  Journal of Chemical Physics, 96(5), 3585-3593.

Levy, S.T., Rubin, M.B., Speiser, S. (1992).  Photophysics of Cyclic a-diketone aromatic ring bichromophoric molecules.  Structures, spectra, and intramolecular electronic energy transfer.  Journal of the American Chemical Society, 114, 10747-10756.

Levy, S.T., Rubin, M.B., Speiser, S. (1992).  Orientational effects in intramolecular electronic energy transfer in bichromophoric molecules. Journal of Photochemistry and Photobiology, 66, 159-169.