18. Abd-El-Khalick, F., BouJaoude, S., Duschl, R., Lederman, N.G., Mamlok-Naaman, R., Hofstein, A., Niaz, M., Treagust, D., and Tuan, H. (2004). Inquiry in science education: International perspectives. Science Education, 88(3), 397-419.

19. Ford, M. (2008). Disciplinary authority and accountability in scientific practice and learning. Science Education, 92(3), 404-423.

20. Berland, L.K., and Reiser, B. (2008). Making sense of argumentation and explanation. Science Education, 93(1), 26-55.

21. Klahr, D., and Dunbar, K. (1988). Dual space search during scientific reasoning. Cognitive Science, 12(1), 1-48.

22. Kind, P., Osborne, J.F., and Szu, E. (in preparation). A Model for Scientific Reasoning. Stanford University.

23. Schwarz, C.V., Reiser, B.J., Davis, E.A., Kenyon, L., Achér, A., Fortus, D., Shwartz, Y., Hug, B., and Krajcik, J. (2009). Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners. Journal of Research in Science Teaching, 46(6), 632-654.

24. National Academy of Engineering and National Research Council. (2009). Engineering in K-12 Education: Understanding the Status and Improving the Prospects. Committee on K-12 Engineering Education. L. Katehi, G. Pearson, and M. Feder (Eds.). Board on Science Education, Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.

25. National Academy of Engineering. (2010). Standards for K-12 Engineering Education? Committee on Standards for K-12 Engineering Education. Washington, DC: The National Academies Press.

26. Ogborn, J., Kress, G., Martins, I., and Mcgillicuddy, K. (1996). Explaining Science in the Classroom. Buckingham, England: Open University Press.

27. Duit, R. (1991). On the role of analogies and metaphors in learning science. Science Education, 75(6), 649-672.

28. Longino, H. (1990). Science as Social Knowledge. Princeton, NJ: Princeton University Press.

29. Goldacre, B. (2008). Bad Science. London, England: HarperCollins.

30. Zimmerman, C., Bisanz, G.L., Bisanz, J., Klein, J.S., and Klein, P. (2001). Science at the supermarket: A comparison of what appears in the popular press, experts’ advice to readers, and what students want to know. Public Understanding of Science, 10(1), 37-58.

31. Alexander, R.J. (2005). Towards Dialogic Teaching: Rethinking Classroom Talk. York, England: Dialogos.

32. Chi, M. (2009). Active-constructive-interactive: A conceptual framework for differentiating learning activities. Topics in Cognitive Science, 1, 73-105.



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