van Zee, E.H., and Minstrell, J. (1997). Reflective discourse: Developing shared understandings in a high school physics classroom. International Journal of Science Education, 19, 209-228.
Vosniadou, S., and Ioannides, C. (1998). From conceptual development to science education: A psychological point of view. International Journal of Science Education, 20, 1213-1230.
Watts, D.M., and Zylberstajn, A. (1981). A survey of some children’s ideas about force. Physics Education, 16, 360.
Waxman, S.R., and Medin, D.L. (in press). Interpreting asymmetries of projection in children’s inductive reasoning. In A. Feeny and E. Heit (Eds.), Inductive reasoning. New York: Cambridge University Press.
Wellman, H.M. (1990). The child’s theory of mind. Cambridge, MA: MIT Press.
Wellman, H.M., and Gelman, S. (1992). Cognitive development: Foundational theories of core domains. Annual Review of Psychology, 43, 337-375.
White, B. (1993). Thinkertools: Causal models, conceptual change, and science instruction. Cognition and Instruction, 10, 1-100.
White, B., and Frederickson, J. (1998). Inquiry, modeling, and metacognition. Making science accessible to all students. Cognition and Instruction, 16(1), 3-117.
Wilkening, F. (1981). Integrating velocity, time, and distance information: A developmental study. Cognitive Psychology, 13, 231-247.
Wiser, M., and Amin, T. (2001). Is heat hot? Inducing conceptual change by integrating everyday and scientific perspectives on thermal phenomena. Learning and Instruction, 11(4-5), 331-355.
Wolff, P., Medin, D.L., and Pankratz, C. (1999). Evolution and devolution of folk biological knowledge. Cognition, 73, 177-204.
Zhou, Z., Peverly, S., Boehm, A., and Chongde, L. (2000). American and Chinese children’s understanding of distance, time, and speed interrelations. Cognitive Development, 15, 215-240.