Tytler, R. 2000. A comparison of year 1 and year 6 students’ conceptions of evaporation and condensation: dimensions of conceptual progression. International Journal of Science Education 22(5): 447–467.

Upitis, R. 1998. From hackers to Luddites, game players to game creators: profiles of adolescent students using technology. Journal of Curriculum Studies 30(3): 293–318.

Vosniadou, S., and W.F. Brewer. 1992. Mental models of the Earth: a study of conceptual change in childhood. Cognitive Psychology 24(4): 535–585.

Vosniadou, S., and C. Ioannides. 1998. From conceptual development to science education: a psychological point of view. International Journal of Science Education 20(10): 1213–1230.

Waller, A. 2004. Final Report on a Literature Review of Research on How People Learn Engineering Concepts and Processes. Paper commissionied by the Committee on Assessing Technological Literacy. Unpublished.

Watson, J.R., T. Prieto, and J.S. Dillon. 1997. Consistency of students’ explanations about combustion. Science Education 81(4): 425–443.

Wegerif, R. 2004. The role of educational software as a support for teaching and learning conversations. Computers and Education 43: 179–191.

Welch, M., D. Barlex, and H.S. Lim. 2000. The strategic thinking of novice designers: discontinuity between theory and practice. Journal of Technology Studies 25(2): 34–44.

White, B.Y., and J.R. Frederiksen. 1998. Inquiry, modeling, and metacognition: making science accessible to all students. Cognition and Instruction 16(1): 3–118.

Wineburg, S. 1998. Reading Abraham Lincoln: an expert/expert study in historical cognition. Cognitive Science 22(3): 319–346.

Zeidler, D., ed. 2003. The Role of Moral Reasoning on Socioscientific Issues and Discourse in Science Education. Dordrecht, The Netherlands: Kluwer Academic Publishers.



The National Academies | 500 Fifth St. N.W. | Washington, D.C. 20001
Copyright © National Academy of Sciences. All rights reserved.
Terms of Use and Privacy Statement