Gebre, E. (2022). Conceptions and perspectives of data literacy in secondary education. British Journal of Educational Technology. https://doi.org/10.1111/bjet.13246
Bailie, A., Gebre, E. & O'Neill, K. (2021). Instructors' conceptions of reflective learning: A phenomenographic study. Higher Education Studies, 11(4), 102-115.
Morales, E. & Gebre, E. H. (2021). Teachers’ understanding and implementation of peace education in Colombia: The case of Cátedra de la Paz. Journal of Peace Education, 18(2), 209-230.
Baile, A. & Gebre, E. (2020). Conceptions of reflective learning and related instructional strategies in preservice teacher education: A literature review. Proceedings of the International Conference of the Learning Sciences
Gebre, E. & Polman, J. L. (2020). From “context” to “active contextualization”: Fostering learner agency in contextualizing learning through science news reporting. Learning, Culture and Social Interaction, 24, doi.org/10.1016/j.lcsi.2019.100374
Gebre, E. & Morales, E. (2020). How “accessible” is open data? Analysis of context-related information and users’ comments in open datasets. Information and Learning Sciences, 121(1/2), 19-36
Gebre, E. (2018). Young adults’ understanding and use of data: Insights for fostering secondary school students’ data literacy. Canadian Journal of Science, Math and Technology Education, 18, 330-341
Gebre, E. (2018). Learning with multiple representations: Infographics as cognitive tools for authentic learning in science literacy. Canadian Journal of Learning and Technology, 44(1), 1-24
Gebre, E. & Polman, J. L. (2016). Developing young adults' representational competence through infographic-based science news reporting. International Journal of Science Education, 1–21.
Gebre, E., Saroyan, A. & Aulls, M. (2015). Conceptions of effective teaching and perceived use of computer technologies in active learning classrooms. International Journal of Teaching and Learning in Higher Education, 27(2), 204–220.
Polman, J. L. & Gebre, E. (2015). Towards critical appraisal of infographics as scientific inscriptions. Journal of Research in Science Teaching, 52(6), 868–893.
Gebre, E., Saroyan A. and Bracewell, R. (2014). Students’ engagement in technology rich classrooms and its relationship to professors’ conceptions of effective teaching. British Journal of Educational Technology, 45(1), 83–96.