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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. For Further ReadingCarey, S. (1985). Conceptual change in childhood. Cambridge, MA: MIT Press. Gotwals, A., and Songer, N. (2006). Measuring students’ scientific content and inquiry reasoning. In Proceedings of the 7th International Conference of the Learning Sciences (pp. 196-202). Bloomington, IN: International Society of the Learning Sciences. Lehrer, R., Schauble, L., Strom, D., and Pligge, M. (2001). Similarity of form and substance: Modeling material kind. In S. Carver and D. Klahr (Eds.), Cognition and instruction: Twenty-five years in progress. Mahwah, NJ: Lawrence Erlbaum Associates. National Research Council. (2007). Goals for science education. Chapter 2 in Committee on Science Learning, Kindergarten Through Eighth Grade, Taking science to school: Learning and teaching science in grades K-8 (pp. 26-50). R.A. Duschl, H.A. Schweingruber, and A.W. Shouse (Eds.). Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press. Stewart, J., Cartier, J.L., and Passmore, C.M. (2005). Developing understanding through model-based inquiry. In National Research Council, How students learn: History, mathematics, and science in the classroom (pp. 516-565). Committee on How People Learn, a Targeted Report for Teachers. M.S. Donovan and J.D. Bransford (Eds.). Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.
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