Available: http://www.chem.vt.edu/archive/chemconf97/paper04.html. [7/27/01].
Tobias, S. (1990). They’re not dumb, they’re different: Stalking the second tier. Tucson, AZ: Research Corporation.
Tobias, S. and Raphael, J. (1997a). The hidden curriculum: Faculty-made tests in science. Part 1: Lower-division courses. New York: Plenum.
Tobias, S. and Raphael, J. (1997b). The hidden curriculum: Faculty-made tests in science. Part 2: Upper-division courses. New York: Plenum.
Trefil, J. and Hazen, R.M. (1995). The sciences: An integrated approach. New York: Wiley.
Tripp, S.D. (1993). Theories, Traditions, and Situated learning. Educational Technology, 33(3):71-77.
Uecker, A. and Obrzut, J.E. (1993). Hemisphere and Gender Differences in Mental Rotation. Brain and Cognition, 22:42-50.
U.S. Department of Education. National Center for Education Statistics. (1996). The condition of education 1996. Washington, DC: U.S. Government Printing Office. Available: http://nces.ed.gov/pubs/ce/c9609a01.html. [7/27/01].
Van Dusen, G.C. (1997). The Virtual University: Technology and Reform in Higher Education. ASHE-ERIC Higher Education Report, Volume 25, No. 5. Washington, DC: George Washington University.
von Glasersfeld, E. (1996). Footnotes to The Many Faces of Constructivism. Educational Researcher, 25(6):19.
Wang, R. (1996). Learning chemistry in laboratory settings: A hands-on curriculum for non-science majors. (ERIC Document Reproduction Service No ED399189.)
Watson, S.B. and Marshall, J.E. (1995). Effects of Cooperative Incentives and Heterogeneous Arrangement on Achievement and Interaction of Cooperative Learning Groups in a College Life Science Course. Journal of Research in Science Teaching, 32(3):291-299.
Weiner, B. (1990). History of Motivational Research in Education. Journal of Educational Psychology, 82:616-622.
Williamson, V.M. and Abraham, M.R. (1995). The Effect of Computer Animation on the Particulate Mental Models of College Chemistry Students. Journal of Research in Science Teaching, 32(5):521-534.
Wilson, A.L. (1993). The Promise of Situated Cognition. New Directions for Adult and Continuing Education, 57(3):71-80.
Wilson, B.J., Teslow, J., and Osman-Jouchoux, R. (1995). The Impact of Constructivism on Instructional Design Fundamentals. Pp. 137-157 in B.B. Seels (Ed.), Instructional design fundamentals: A review and reconsideration. Englewood Cliffs, NJ: Educational Technology Publications.
Wilson, J.M. (1994). The CUPLE Physics Studio. The Physics Teacher, 32:518.
Wilson, J.M. (1997). Distance Learning for Continuous Education. EDUCOM Review, 32(2):12-16. Available: http://educause.edu. [7/ 27/01].
Wittrock, M.C. (1974). Learning as a Generative Process. Educational Psychologist, 11:87-95.
Wright, J.C. (1996). Authentic Learning Environment in Analytical Chemistry Using Cooperative Methods and Open-Ended Laboratories in Large Lecture Courses. Journal of Chemistry Education, 73(9):827-832.
Wulf, W.A. (1989). The National Collaboratory: A White Paper. Appendix A in Towards a National Collaboratory, the unpublished report of an invitational workshop held at the Rockefeller University, March 17-18, 1989.
Young, J.R. (1998, March 13). For Students with Disabilities, the Web Can Be Like a Classroom without a Ramp. The Chronicle of Higher Education, p. A31.
Young, M.F. (1993). Instructional Design for Situated Learning. Educational Technology, Research and Development, 41(1):43-58.
Zoller, U. (1996). The Use of Examinations for Revealing and Distinguishing between Students’ Misconceptions, Misunderstandings and “No Conceptions” in College Chemistry. Research in Science Education, 26(3):317-326.