For Further Reading

Carey, 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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