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The following HTML text is provided to enhance online readability. Many aspects of typography translate only awkwardly to HTML. Please use the page image as the authoritative form to ensure accuracy. Thagard, P. (1998a). Ulcers and bacteria I: Discovery and acceptance. Studies in History and Philosophy of Science. Part C: Studies in History and Philosophy of Biology and Biomedical Sciences, 29, 107-136. Thagard, P. (1998b). Ulcers and bacteria II: Instruments, experiments, and social interactions. Studies in History and Philosophy of Science. Part C: Studies in History and Philosophy of Biology and Biomedical Sciences, 29(2), 317-342. Toth, E.E., Klahr, D., and Chen, Z. (2000). Bridging research and practice: A cognitively-based classroom intervention for teaching experimentation skills to elementary school children. Cognition and Instruction, 18(4), 423-459. Trafton, J.G., and Trickett, S.B. (2001). Note-taking for self-explanation and problem solving. Human-Computer Interaction, 16, 1-38. Triona, L., and Klahr, D. (in press). The development of children’s abilities to produce external representations. In E. Teubal, J. Dockrell, and L. Tolchinsky (Eds.), Notational knowledge: Developmental and historical perspectives. Rotterdam, The Netherlands: Sense. Varnhagen, C. (1995). Children’s spelling strategies. In V. Berninger (Ed.), The varieties of orthographic knowledge: Relationships to phonology, reading and writing (vol. 2, pp. 251-290). Dordrecht, The Netherlands: Kluwer Academic. Warren, B., Rosebery, A., and Conant, F. (1994). Discourse and social practice: Learning science in language minority classrooms. In D. Spencer (Ed.), Adult biliteracy in the United States (pp. 191-210). McHenry, IL: Delta Systems. Wolpert, L. (1993). The unnatural nature of science. London, England: Faber and Faber. Zachos, P., Hick, T.L., Doane, W.E.I., and Sargent, C. (2000). Setting theoretical and empirical foundations for assessing scientific inquiry and discovery in educational programs. Journal of Research in Science Teaching, 37(9), 938-962. Zimmerman, C., Raghavan, K., and Sartoris, M.L. (2003). The impact of the MARS curriculum on students’ ability to coordinate theory and evidence. International Journal of Science Education, 25, 1247-1271.
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