| A macro–micro–symbolic teaching to promote relational understanding of chemical reactions LZ Jaber, S BouJaoude International Journal of Science Education 34 (7), 973-998, 2012 | 252 | 2012 |
| Learning to feel like a scientist LZ Jaber, D Hammer Science Education 100 (2), 189-220, 2016 | 251 | 2016 |
| Engaging in science: A feeling for the discipline LZ Jaber, D Hammer Journal of the Learning Sciences 25 (2), 156-202, 2016 | 153 | 2016 |
| Biology professors’ and teachers’ positions regarding biological evolution and evolution education in a Middle Eastern society S BouJaoude, A Asghar, JR Wiles, L Jaber, D Sarieddine, B Alters International Journal of Science Education 33 (7), 979-1000, 2011 | 114 | 2011 |
| Positioning as not‐understanding: The value of showing uncertainty for engaging in science J Watkins, D Hammer, J Radoff, LZ Jaber, AM Phillips Journal of Research in Science Teaching 55 (4), 573-599, 2018 | 84 | 2018 |
| Cultivating epistemic empathy in preservice teacher education LZ Jaber, S Southerland, F Dake Teaching and Teacher Education 72, 13-23, 2018 | 68 | 2018 |
| “It’s scary but it’s also exciting”: Evidence of meta-affective learning in science J Radoff, LZ Jaber, D Hammer Cognition and Instruction 37 (1), 73-92, 2019 | 59 | 2019 |
| Emotions in the doing of science: Exploring epistemic affect in elementary teachers' science research experiences SG Davidson, LZ Jaber, SA Southerland Science Education 104 (6), 1008-1040, 2020 | 56 | 2020 |
| “He got a glimpse of the joys of understanding”–The role of epistemic empathy in teacher learning LZ Jaber Journal of the Learning Sciences 30 (3), 433-465, 2021 | 31 | 2021 |
| “Do I feel threatened? No… I’m learning!”—Affective and relational dynamics in science professional development C Finkelstein, LZ Jaber, V Dini Science Education 103 (2), 338-361, 2019 | 30 | 2019 |
| “Well that's how the kids feel!”—Epistemic empathy as a driver of responsive teaching LZ Jaber, V Dini, D Hammer Journal of Research in Science Teaching 59 (2), 223-251, 2022 | 27 | 2022 |
| Targeting disciplinary practices in an online learning environment LZ Jaber, V Dini, D Hammer, E Danahy Science Education 102 (4), 668-692, 2018 | 26 | 2018 |
| Attending to students' epistemic affect LZ Jaber Responsive teaching in science and mathematics, 162-188, 2015 | 26 | 2015 |
| Facilitating scientific engagement online: Responsive teaching in a science professional development program J Watkins, LZ Jaber, V Dini Journal of Science Teacher Education 31 (5), 515-536, 2020 | 21 | 2020 |
| Affective dynamics of students' disciplinary engagement in science LZ Jaber Tufts University, 2014 | 20 | 2014 |
| “This is really frying my brain!”: How affect supports inquiry in an online learning environment LZ Jaber, E Hufnagel, J Radoff Research in Science Education 51, 1223-1246, 2021 | 19 | 2021 |
| EPISTEMOLOGICAL BELIEFS IN SCIENCE: AN EXPLORATORY STUDY OF LEBANESE UNIVERSITY STUDENTS’EPISTEMOLOGIES N Rizk, L Jaber, S Halwany, S BouJaoude International Journal of Science and Mathematics Education 10, 473-496, 2012 | 17 | 2012 |
| Dynamics of scientific engagement in a blended online learning environment V Dini, L Jaber, E Danahy Research in Science Education 51 (2), 439-467, 2021 | 13 | 2021 |
| Harmonious or disjointed?: Epistemological framing and its role in an integrated science and engineering activity J Schellinger, LZ Jaber, SA Southerland Journal of Research in Science Teaching 59 (1), 30-57, 2022 | 12 | 2022 |
| Cultivating science teachers’ understandings of science as a discipline SG Davidson, LZ Jaber, SA Southerland Science & Education 31 (3), 657-683, 2022 | 8 | 2022 |
