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CHAPTER 1

American Association for the Advancement of Science. (2011). Vision and change in undergraduate biology education: A call to action. Washington, DC: American Association for the Advancement of Science.

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Boyer, E.L. (1990). Scholarship reconsidered: Priorities of the professoriate. San Francisco, CA: Jossey-Bass.

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Cooper, M., Grove N., Underwood, S., and Klymkowsky, M. (2010). Lost in Lewis structures: An investigation of student difficulties in developing representational competence. Journal of Chemical Education, 87(8), 869-874.

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References CHAPTER 1 American Association for the Advancement of Science. (2011). Vision and change in under- graduate biology education: A call to action. Washington, DC: American Association for the Advancement of Science. Association of American Universities. (2011). Five-year initiative for improving undergrad- uate STEM education: Discussion draft. Washington, DC: Association of American Universities. Bodner, G. (2011). Status, contributions, and future directions of discipline-based educa- tion research: The development of research in chemical education as a field of study. Paper presented at the Second Committee Meeting on the Status, Contributions, and Future Directions of Discipline-Based Education Research. Available: http://www7. nationalacademies.org/bose/DBER_Bodner_October_Paper.pdf. Boyer, E.L. (1990). Scholarship reconsidered: Priorities of the professoriate. San Francisco, CA: Jossey-Bass. Brewer, C., and Smith, D. (Eds.). (2011). Vision and change in undergraduate biology educa- tion: A call to action. Available: http://visionandchange.org/finalreport. Cooper, M., Grove N., Underwood, S., and Klymkowsky, M. (2010). Lost in Lewis structures: An investigation of student difficulties in developing representational competence. Jour- nal of Chemical Education, 87(8), 869-874. Friedenberg, J., and Silverman, G. (2006). Cognitive science: An introduction to the study of the mind. Thousand Oaks, CA: Sage. Hatch, T. (2005). Into the classroom: Developing the scholarship of teaching and learning. San Francisco, CA: Jossey-Bass. Huber, M., and Hutchings, P. (2005). The advancement of learning: Building the teaching commons. San Francisco, CA: Jossey-Bass/Carnegie Foundation for the Advancement of Teaching. Hutchings, P., Huber, M., and Ciccone, A. (2011). The scholarship of teaching and learning reconsidered: Institutional integration and impact. San Francisco, CA: Jossey-Bass. 205

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206 DISCIPLINE-BASED EDUCATION RESEARCH Mayer, R.E. (2011). Applying the science of learning to undergraduate science education. Paper presented at the Third Committee Meeting on Status, Contributions, and Future Direc- tions of Discipline-Based Education Research. Available: http://www7.nationalacademies .org/bose/DBER_Mayer_December_Paper.pdf. National Academy of Sciences, National Academy of Engineering, and Institute of Medi- cine. (2011). Expanding underrepresented minority participation: America’s science and technology talent at the crossroads. Committee on Underrepresented Groups and the Expansion of the Science and Engineering Workforce Pipeline.Committee on Science, Engineering, and Public Policy and Policy and Global Affairs. Washington, DC: The National Academies Press. National Research Council. (2002). Scientific research in education. Committee on Scientific Principles for Education Research, R.J. Shavelson and L. Towne, Eds. Committee on Scientific Principles for Education Research, Center for Education. Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press. National Research Council. (2012). A framework for K-12 science education practices, cross- cutting concepts, and core ideas. Committee on a Conceptual Framework for New K-12 Science Education Standard, Board on Science Education. Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press. Novick, L.R., and Catley, K.M. (in press). Reasoning about evolution’s grand patterns: Col- lege students’ understanding of the tree of life. American Educational Research Journal. President’s Council of Advisors on Science and Technology. (2012). Engage to excel: Producing one million additional college graduates with degrees in science, technology, engineering, and mathematics. Washington, DC: Executive Office of the President, President’s Council of Advisors on Science and Technology. Project Kaleidoscope. (2011a). Volume IV: What works, what matters, what lasts: 2004-present: PKAL’s online publication. Washington, DC: Project Kaleidoscope. Available: http:// www.pkal.org/collections/VolumeIV.cfm. Project Kaleidoscope. (2011b). What works in facilitating interdisciplinary learning in science and mathematics. Washington, DC: Association of American Colleges and Universities. Stokes, D.E. (1997). Pasteur’s quadrant: Basic science and technological innovation. Washing- ton, DC: Brookings Institution Press. CHAPTER 2 ABET. (2009). ABET criteria for evaluating engineering programs. Baltimore, MD: ABET. Bailey, J.M. (2011). Astronomy education research: Developmental history of the field and summary of the literature. Paper presented at the Second Committee Meeting on the Status, Contributions, and Future Directions of Discipline-Based Education Research. Available: http://www7.nationalacademies.org/bose/DBER_Bailey_Commissioned%20 Paper.pdf. Bauer, C.F., Clevenger, J.V., Cole, R.S., Jones, L.L., Kelter, P.B., Oliver-Hoyo, M.T., and Sawrey, B.A. (2008). Association report, ACS Division of Chemical Education: Hiring and promotion in chemical education. Journal of Chemical Education, 85, 898-901. Beichner, R. (2009). An introduction to physics education research. In C. Henderson and K. Harper (Eds.), Getting started in PER. College Park, MD: American Association of Physics Teachers. Available: http://www.per-central.org/items/detail.cfm?ID=8806. Bloom, B.S. (1956). Taxonomy of educational objectives, the classification of educational goals (1st ed.). New York: Longmans, Green.

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250 DISCIPLINE-BASED EDUCATION RESEARCH Sullivan, W.M. (2005). Work and integrity: The crisis and promise of professionalism in America. San Francisco: Jossey-Bass. Svinicki, M.D. (2004). Learning and motivation in the postsecondary classroom. Bolton, MA: Anker. Svinicki, M.D. (2011). Synthesis of the research on teaching and learning in engineering since the implementation of ABET Engineering Criteria 2000. Paper presented at the Second Committee Meeting on the Status, Contributions, and Future Directions of Discipline-Based Education Research. Available: http://www7.nationalacademies.org/ bose/DBER_Svinicki_October_Paper.pdf. Tal, R.T. (2001). Incorporating field trips as science learning environment enrichment—an interpretive study. Learning Environments Research, 4, 25-49. Teichert, M.A., Tien, L.T., Anthony, S., and Rickey, D. (2008). Effects of context on students’ molecular-level ideas. International Journal of Science Education, 30, 1095-1114. Tien, L.T., Rickey, D., and Stacy, A.M. (1999). The M.O.R.E. thinking frame: Guiding stu- dents’ thinking in the laboratory. Journal of College Science Teaching, 28(5), 318-324. Tien, L.T., Teichert, M.A., and Rickey, D. (2007). Effectiveness of a MORE laboratory module in prompting students to revise their molecular-level ideas about solutions. Journal of Chemical Education, 84(1), 175-181. Titus, S., and Horsman, E. (2009). Characterizing and improving spatial visualization skills. Journal of Geoscience Education, 57(4), 242-254. Tobias, S., and Everson, H.T. (1996). Assessing metacognitive knowledge monitoring. College Board Report No. 96-1. New York: College Board. Trigwell, K., Prosser, M., Marton, F., and Runesson, U. (2001). Views of learning, teaching practices, and conceptions of problem solving. In N. Hativa and P. Goodyear (Eds.), Teacher thinking, beliefs and knowledge in higher education (pp. 241-254). Dordrecht, The Netherlands: Kluwer Academic. van der Hoeven Kraft, K.J., Srogi, L., Husman, J., Semken, S., and Fuhrman, M. (2011). Engaging students to learn through the affective domain: A new framework for teaching in the geosciences. Journal of Geoscience Education, 59(2), 71-84. Van Heuvelen, A., and Zou, X. (2001). Multiple representations of work and energy processes, American Journal of Physics, 69(2), 184. Vislova, T., Mcconnell, D., Stempien, J.A., Benson, W.M., Matheney, R.K., van Der Hoeven Kraft, K.J., Budd, D., Gilbert, L.A., Bykerk-Kauffman, A., and Wirth, K.R. (2010). Role of gender in student affect in introductory physical geology courses at multiple institu- tions. Geological Society of America Abstracts with Programs, 42(5). Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. Weinstein, C.E., Husman, J., and Dierking, D.R. (2000). Self-regulation interventions with a focus on learning strategies. In B. Monique, R.P. Paul, M. Zeidner, M. Boekaerts, and P.R. Pintrich (Eds.), Handbook of self-regulation (pp. 727-747). San Diego, CA: Academic Press. Yerushalmi, E., Henderson, C., Heller, K., Heller, P., and Kuo, V. (2007). Physics faculty beliefs and values about the teaching and learning of problem solving. I. Mapping the common core. Physical Review Special Topics—Physics Education Research, 3(2), 020109-1-020109-31. Zuckerman, H. (1992). Scientific elite: Nobel laureates’ mutual influences (2nd ed.). New York: Pergamon Press.

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251 REFERENCES CHAPTER 8 ABET. (1995). Vision for change: A summary report of the ABET/NSF/industry workshops. Baltimore, MD: ABET. Austin, A.E. (1994). Understanding and assessing faculty cultures and climates. New Direc- tions for Institutional Research, 84, 47-63. Austin, A.E. (1996). Institutional and departmental cultures: The relationship between teach- ing and research. New Directions for Institutional Research, 90, 57-66. Austin, A.E. (2011). Promoting evidence-based change in undergraduate science educa- tion. Paper presented at the Fourth Committee Meeting on Status, Contributions, and Future Directions of Discipline-Based Education Research. Available: http://www7. nationalacademies.org/bose/DBER_Austin_March_Paper.pdf. Austin, A.E., Connolly, M., and Colbeck, C.L. (2008). Strategies for preparing integrated faculty: The Center for the Integration of Research, Teaching, and Learning. In C.L. Colbeck, K.A. O’Meara, and A.E. (Eds.), Educating integrated professionals: Theory and practice on preparation for the professoriate: New directions for teaching and learning (pp. 69-81). San Francisco, CA: Jossey-Bass. Beichner, R.J. (2008). The SCALE-UP project: A student-centered active learning environ- ment for undergraduate programs. Paper presented at the National Research Council’s Workshop on Linking Evidence to Promising Practices in STEM Undergraduate Educa- tion, Washington, DC. Available: http://www7.nationalacademies.org/bose/Beichner_ CommissionedPaper.pdf. Bess, J. (1978). Socialization of graduate students. Research in Higher Education, 8, 289-317. Blackburn. R.T., and Lawrence, J.H. (1995). Faculty at work: Motivation, expectation, satis- faction. Baltimore, MD: Johns Hopkins University Press. Borrego, M., Froyd, J.E., and Hall, T.S. (2010). Diffusion of engineering education innova- tions: A survey of awareness and adoption rates in U.S. engineering departments. Journal of Engineering Education, 99(3), 185-207. Braxton, J., Lucky, W., and Holland, P. (2002). Institutionalizing a broader view of scholarship through Boyer’s four domains. In ASHE-ERIC Higher Education Report (vol. 29, no. 2). San Francisco, CA: Jossey-Bass/John Wiley & Sons. Bronfenbrenner, V. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press. Brower, A., and Inkelas, K. (2010). Living-learning programs: One high-impact educational practice we know a lot about. Liberal Education 96. Bunce, D.M., Havanki, K., and VandenPlas, J.R. (2008). A theory-based evaluation of POGIL workshops: Providing a clearer picture of POGIL adoption. In R.S. Moog and J.N. Spencer (Eds.), Process-oriented guided inquiry learning (POGIL) (pp. 100-113). Washington, DC: American Chemical Society. Clark, S., and Corcoran, M. (1986). Perspectives on the professional socialization of women faculty. Journal of Higher Education, 57, 20-43. Cohen, D.K., and Hill, H. (2001). Learning policy: When state education reform works. New Haven, CT: Yale University Press. Cummings, K. (2008). The Rensselaer studio model for learning and teaching: What have we learned? Paper presented at the National Research Council’s Workshop on Linking Evidence to Promising Practices in STEM Undergraduate Education, Washington, DC. Available: http://www7.nationalacademies.org/bose/Cummings_CommissionedPaper.pdf. Cummings, K., Marx, J., Thornton, R., and Kuhl, D. (1999). Evaluating innovation in studio physics. American Journal of Physics, 67(7, Suppl. 1), S38-S44.

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252 DISCIPLINE-BASED EDUCATION RESEARCH DeAngelo, L., Hurtado, S., Pryor, J., Kelly, K., Santos, J., and Korn, W. (2009). The American college teacher: National norms for the 2007-2008 HERI faculty survey. Los Angeles, CA: Higher Education Research Institute, UCLA. DeNeef, A.L. (2002). The Preparing Future Faculty Program: What difference does it make? Washington, DC: Association of American Colleges and Universities. Ebert-May, D., Derting, T.L., Hodder, J., Momsen, J.L., Long, T.M., and Jardeleza, S.E. (2011). What we say is not what we do: Effective evaluation of faculty professional development programs. Bioscience, 61(7), 550-558. Eckel, P., and Kezar, A. (2003). Taking the reins: Institutional transformation in higher educa- tion. Phoenix, AZ: ACE-ORYX Press. Fairweather, J. (2005). Beyond the rhetoric: Trends in the relative value of teaching and re- search in faculty salaries. Journal of Higher Education, 76, 401-422. Fairweather, J. (2008, October). Linking evidence and promising practices in science, technol- ogy, engineering, and mathematics (STEM) undergraduate education: A status report for the National Academies National Research Council Board on Science Education. Paper presented at the National Research Council’s Workshop on Linking Evidence to Promis- ing Practices in STEM Undergraduate Education, Washington, DC. Available: http:// www7.nationalacademies.org/bose/Fairweather_CommissionedPaper.pdf. Fairweather, J., and Paulson, K. (1996). Industrial experience: Its role in faculty commitment to teaching. Journal of Engineering Education, 85, 209-216. Fairweather, J., and Paulson, K. (2005). The evolution of scientific fields in American universi- ties: Disciplinary differences, institutional isomorphism. Paper presented at the Annual Conference of the Consortium of Higher Education Researchers, Jyvaskyla, Finland. Felder, R.M., and Brent, R. (2010). The National Effective Teaching Institute: Assessment of impact and implications for faculty development. Journal of Engineering Education, 99(2), 121-134. Feuer, M.J., Towne, L., and Shavelson, R.J. (2002). Scientific culture and educational research. Educational Researcher, 31, 4-14. Fisher, P.D., Fairweather, J.S., and Amey, M.J. (2003). Systemic reform in undergraduate engineering education: The role of collective responsibility. International Journal of Engineering Education, 19(6), 768-776. Garet, M.S., Porter, A.C., Desimone, L., Birman, B.F. and Yoon K.S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38, 915-945. Gess-Newsome, J., Southerland, S.A., Johnston, A., and Woodbury, S. (2003). Educational reform, personal practical theories, and dissatisfaction: The anatomy of change in college science teaching. American Educational Research Journal, 40(3), 731-767. Gibbs, G., and Coffey, M. (2004). The impact of training of university teachers on their teaching skills, their approach to teaching and the approach to learning of their students. Active Learning in Higher Education, 5(1), 87-100. Handelsman, J., Ebert-May, D., Beichner, R., Bruns, P., Chang, A., DeHaan, R., Gentile, J., Lauffer, S., Stewart, J., Tilghman, S.M., and Wood, W.B. (2004). Education. Scientific teaching. Science, 304(5670), 521-522. Hativa, N. (1995). The department-wide approach to improving faculty instruction in higher education: A qualitative evaluation. Research in Higher Education, 36(4), 377-413. Henderson, C. (2008). Promoting instructional change in new faculty: An evaluation of the Physics and Astronomy New Faculty Workshop. American Journal of Physics, 76(2), 179-187. Henderson, C., and Dancy, M.H. (2007). Barriers to the use of research-based instructional strategies: The influence of both individual and situational characteristics. Physical Re- view Special Topics—Physics Education Research, 3(2), 020102-1–020102-14.

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253 REFERENCES Henderson, C., and Dancy, M.H. (2009). Impact of physics education research on the teaching of introductory quantitative physics in the United States. Physical Review Special Top- ics—Physics Education Research, 5(2), 020107-1–020107-9. Henderson, C., Beach, A., and Finkelstein, N.D. (2011). Facilitating change in undergraduate STEM instructional practices: An analytic review of the literature. Journal of Research in Science Teaching, 48(8), 952-984. Ho, A., Watkins, D., and Kelly, M. (2001). The conceptual change approach to improving teaching and learning: An evaluation of a Hong Kong staff development programme. Higher Education, 42(2), 143-169. Kezar, A. (Ed.). (2009). Rethinking leadership in a complex, multicultural, and global environ- ment: New concepts and models for higher education. Sterling, VA: Stylus. Krane, K. (2008). The workshop for new faculty in physics and astronomy. Presented at the National Research Council’s Workshop on Linking Evidence to Promising Prac- tices in STEM Undergraduate Education, Washington, DC. Available: http://www7. nationalacademies.org/bose/Krane_Presentation_Workshop2.pdf. Lattuca, L., Terenzini, P., Volkwein, F. (2006). Engineering change: A study of the impact of EC2000. Baltimore, MD: ABET. Leslie, D.W. (2002). Resolving the dispute: Teaching is academe’s core value. Journal of Higher Education, 73(1), 49-73. Lohmann, J., and Froyd, F. (2010, October). Chronological and ontological development of engineering education as a field of scientific inquiry. Paper presented at the Second Meet- ing of the Committee on the Status, Contributions, and Future Directions of Discipline- Based Education Research, Washington, DC. Available: http://www7.nationalacademies. org/bose/DBER_Lohmann_Froyd_October_Paper.pdf. Loucks-Horsley, S., Hewson, P.W., Love, N., and Stiles, K.E. (2009). Designing professional development for teachers of science and mathematics (3rd ed.). Thousand Oaks, CA: Corwin Press. Macdonald, R.H., Manduca, C.A., Mogk, D.W., and Tewksbury, B.J. (2004). On the Cut- ting Edge: Improving learning by enhancing teaching in the geosciences. In Invention and impact: Building excellence in undergraduate science, technology, engineering, and mathematics (STEM) education. Washington, DC: American Association for the Ad- vancement of Science. Macdonald, R.H., Manduca, C.A., Mogk, D.W., and Tewksbury, B.J. (2005). Teaching meth- ods in undergraduate geoscience courses: Results of the 2004 On the Cutting Edge survey of U.S. faculty. Journal of Geoscience Education, 53(3), 237-252. Manduca, C.A., Mogk, D.W., and Stillings, N. (2004). Bringing research on learning to the geosciences. Report from a workshop Sponsored by the National Science Foundation and the Johnson Foundation. Northfield, MN: Carleton College, Science Education Resource Center. Available: http://serc.carleton.edu/files/research_on_learning/ROL0304_2004.pdf. Mazur, E. (1997). Peer instruction: A user’s manual. Upper Saddle River, NJ: Prentice Hall. McLaughlin, J., Iverson, E., Kirkendall, R., Bruckner, M., and Manduca, C.A. (2010). Evaluation report of On the Cutting Edge. Available: http://serc.carleton.edu/files/NAGTWorkshops/ 2009_cutting_edge_evaluation_1265409435.pdf. National Research Council. (2007). Taking science to school: Learning and teaching science in grades K-8. Committee on a Conceptual Framework for New K-12 Science Education Standard, Board on Science Education. Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press. National Research Council. (2009). A new biology for the 21st century. Committee on a New Biology for the 21st Century: Ensuring the United States Leads the Coming Biology Revolution. Board on Life Sciences, Division on Earth and Life Studies. Washington, DC: The National Academies Press.

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254 DISCIPLINE-BASED EDUCATION RESEARCH National Science Board. (1986). Undergraduate science, mathematics and engineering educa- tion. NSB 86010. Arlington, VA: National Science Foundation. Pfund, C., Miller, S., Brenner, K., Bruns, P., Chang, A., Ebert-May, D., Fagen, A.P., Gentile, J., Gossens, S., Khan, I.M., Labov, J.B., Pribbenow, C.M., Susman, M., Tong, L., Wright, R., Yuan, R.T., Wood, W.B., and Handelsman, J. (2009). Professional development. Summer institute to improve university science teaching. Science, 324(5926), 470-471. Quinn-Patton, M. (2010). Developmental evaluation: Applying complexity concepts to en- hance innovation and use. New York: Guilford Press. Rogers, E.M. (2003). Diffusion of innovations (5th ed.). New York: The Free Press. Sawada, D., Piburn, M.D., Judson, E., Turley, J., Falconer, K., Benford, R., and Bloom, I. (2002). Measuring reform practices in science and mathematics classrooms: The re- formed teaching observation protocol. School Science and Mathematics, 102, 245-253. Schuster, J.H., and Finkelstein, M.J. (2006). The American faculty: The restructuring of aca- demic work and careers. Baltimore, MD: Johns Hopkins University Press. Seymour, E. (2001). Tracking the process of change in U.S. undergraduate education in science, mathematics, engineering, and technology. Science Education, 86, 79-105. Silverthorn, D.U. (2006). Teaching and learning in the interactive classroom. American Journal of Physiology—Advances in Physiology Education, 30(4), 135-140. Smith, B., MacGregor, J., Matthews, R., and Gabelnick, F. (2004). Learning communities: Reforming undergraduate education. San Francisco, CA: Jossey-Bass. Sorensen, C.M., Churukian, A.D., Maleki, S., and Zollman, D.A. (2006). The new studio format for instruction of introductory physics. American Journal of Physics, 74(12), 1077-1082. Tobias, S. (1992). Revitalizing undergraduate science: Why some things work and most don’t. An occasional paper on neglected problems in science education. Tucson, AZ: Research Corporation. U.S. Department of Education. (2005). 2004 National Survey of Postsecondary Faculty (NSOPF:04) report on faculty and instructional staff in fall 2003. Washington, DC: National Center for Education Statistics. Wieman, C., Perkins, K., and Gilbert, S. (2010). Transforming science education at large research universities: A case study in progress. Change: The Magazine of Higher Learn- ing, 42(2), 7-14. Wilson, S.M. (2011, May). Effective STEM teacher preparation, instruction, and professional development. Paper presented at the workshop of the National Research Council’s Com- mittee on Highly Successful Schools or Programs for K-12 STEM Education, Washington, DC. Available: http://www7.nationalacademies.org/bose/STEM_Schools_Wilson_Paper_ May2011.pdf. Wlodkowski, R.J. (1999). Enhancing adult motivation to learn: A guide to improving instruc- tion and increasing learner achievement (revised edition). San Francisco, CA: Jossey-Bass. Wood, W.B., and Gentile, J.M. (2003a). Teaching in a research context. Science, 302(5650), 1510. Wood, W.B., and Gentile, J.M. (2003b). Meeting report: The first National Academies Summer Institute for Undergraduate Education in Biology. [Congresses]. Cell Biology Education, 2(4), 207-209. Yerushalmi, E., Cohen, E., Heller, K., Heller, P., and Henderson, C. (2010). Instructors’ reasons for choosing problem features in a calculus-based introductory physics course. Physical Review Special Topics—Physics Education Research, 6(2), 020108-1–020108-11.

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255 REFERENCES CHAPTER 9 Fensham, P.J. (2004). Defining an identity: The evolution of science education as a field of research. Boston, MA: Springer. Huffman, D., and Heller, P. (1995). What does the Force Concept Inventory actually measure? Physics Teacher, 33(2), 138-143. National Research Council. (2006). Learning to think spatially: GIS as a support system in the K-12 curriculum. Committee on Support for Thinking Spatially: The Incorporation of Geographic Information Science Across the K-12 Curriculum. Geographical Sciences Committee. Board on Earth Sciences and Resources, Division on Earth and Life Studies. Washington, DC: The National Academies Press.

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