Asoko, H., Leach, J., & Scott, P. (1993). Learning science. In Hull, R. (Ed.), ASE secondary science teachers' handbook (pp.#46–63). Hemel Hempstead, UK: Simon and Schuster.
Barlex, D., & Carre, C. (1985). Visual communication in science. London, UK: Cambridge University Press.
Biddulph, F., & Osborne, R. (1984). Pupils' ideas about floating and sinking. Paper presented to Australian Science Education Research Association Conference. Cited in Driver, R., Squires, A., Rushworth, P., & Wood-Robinson, V. (1994), Making sense of secondary science. London, UK: Routledge.
Black, P., & Lucas, A. (Eds.) (1993). Children's informal ideas in science. London, UK: Routledge.
Campbell, B., & Ramsden, J. (1996). The perceived value of classroom research as an element of an initial teacher education course for science teachers. In G. Welford, J. Osborne, & P. Scott, (Eds.), Research in science education in Europe (pp.#351–355). London, UK: Falmer.
De Fren, M. (1988). Using cartoons to develop writing and thinking skills. Social Studies Journal, 79(5), 221–224.
Demetrulias, D. (1982). Gags, giggles, guffaws: Using cartoons in the classroom. Journal of Reading, 26(1), 66–68.
Denzin, N.K. (1970). The research act in sociology: a theoretical introduction to sociological methods. London, UK: The Butterworth Group.
Driver, R. (1983). The pupil as scientist? Milton Keynes, UK: Open University.
Driver, R. (1989). Students' conceptions and the learning of science. International Journal of Science Education, 11, 481–490.
Driver, R., Squires, A., Rushworth, P., & Wood-Robinson, V. (1994). Making sense of secondary science. London, UK: Routledge.
Fensham, P., Gunstone, R., & White, R. (1994). Science content and constructivist views of learning and teaching. In P. Fensham, R. Gunstone, & R. White (Eds.), The content of science (pp.#1–8). London, UK: Falmer.
Freyberg, P., & Osborne, R. (1985). Assumptions about teaching and learning. In R. Osborne & P. Freyberg (Eds.), Learning in science: The implications of children's science (pp.#82–90). Auckland, New Zealand: Heinemann.
Goldstein, B. (1986). Looking at cartoons and comics in a new way. Journal of Reading, 29(7), 657–661.
Gonick, L., & Huffman, A. (1990). The cartoon guide to physics. New York: Harper Perennial.
Guttierez, R., & Ogborn, J. (1992). A causal framework for analysing alternative conceptions. International Journal of Science Education, 14(2), 201–220.
Hammrich, P. (1997). Confronting teacher candidates' conceptions of the nature of science. Journal of Science Teacher Education, 8
Hand, B., & Treagust, D. (1994). Teachers' thoughts about changing to constructivist teaching/learning approaches within junior secondary science classrooms. Journal of Education for Teaching, 20(1) 97–112.
Heintzmann, W. (1989). Historical cartoons: Opportunities to motivate and educate. Journal of the Middle States Council for Social Studies, 11, 9–13.
Jones, D. (1987). Problem solving through cartoon drawing. In R. Fisher (Ed.), Problem solving in primary schools. Oxford, UK: Basil Blackwell.
Keogh, B., & Naylor, S. (1997). Starting points for science. Sandbach, UK: Millgate House Publishers.
Lock, R. (1991). Creative work in biology. School Science Review, 72(260), 39–46.
Meyer-Smith, J., & Mitchell, I. (1997). Teaching about constructivism: Using approaches informed by constructivism. In V. Richardson (Ed.), Constructivist teacher education (pp.#129–153). London, UK: Falmer.
Naylor, S., & McMurdo, A. (1990). Supporting science in schools. Timperley, UK: Breakthrough Educational Publications.
Novak, J., & Gowin, D.B. (1984). Learning how to learn. New York: Cambridge University Press.
Novick, S., & Nussbaum, J. (1978). Junior high school pupils' understanding of the particulate nature of matter: an interview study. Science Education, 62(3), 273–281.
Nuffield (1996). Nuffield primary science coordinators' handbook. London, UK: Collins Educational.
Nussbaum, J. (1985a). The particulate nature of matter in the gaseous phase. In R. Driver, E. Guesne, & A. Tiberghien (Eds.), Children's ideas in science (pp.#124–144). Milton Keynes, UK: Open University.
Nussbaum, J. (1985b). The earth as a cosmic body. In R. Driver, E. Guesne, & A. Tiberghien (Eds.), Children's ideas in science (pp.#170–192). Milton Keynes, UK: Open University.
Ollerenshaw, C., & Ritchie, R. (1997). Primary science: Making it work (2nd ed.). London, UK: David Fulton.
Osborne, J. (1996). Beyond constructivism. Science Education, 80(1) 53–82.
Peacock, A. (1995). An agenda for research on text material in primary science for second language learners of English in developing countries. Journal of Multilingual and Multicultural Development 16(5), 389–401.
Pekarek, R., Krockover, K., & Shepardson, D. (1996). The research-practice gap in science education. Journal of Research in Science Teaching, 33(2), 111–113.
Piggott, A. (1989). Misconceptions in science. Richmond, UK: London Borough of Richmond.
Posner, G., Strike, K., Hewson, P., & Gertzog, W. (1982). Accommodation of a scientific conception: toward a theory of conceptual change. Science Education 66, 211–227.
Russell, t. (1993). Learning to teach science: Constructivism, reflection, and learning from experience. In K. Tobin (Ed.), The practice of constructivism in science education (pp.#247–258). Hillsdale, NJ: Lawrence Erlbaum Associates.
Scott, P. (1987). A constructivist view of teaching and learning. Leeds, UK: Children's Learning in Science Project, University of Leeds.
Shymansky, J., Yore, L., Treagust, D., Thiele, R., Harrison, A., Waldrip, A., Stocklmayer, S., & Venville, G. (1997). Examining the construction process: A study of changes in level 10 students' understanding of classical mechanics. Journal of Research in Science Teaching, 34
Stavy, R., & Berkovitz, B. (1980). Cognitive conflict as a basis for teaching quantitative aspects of the concept of temperature. Science Education, 64(5), 679–92.
Tiberghien, A. (1985). The development of ideas with teaching. In R. Driver, E. Guesne, & A. Tiberghien (Eds.), Children's ideas in science (pp.#67–84). Milton Keynes, UK: Open University.
Watts, D.M., & Zylbersztajn, A. (1981). A survey of some children's ideas about force. Physics Education, 16
White, R. (1994). Dimensions of content. In P. Fensham, R. Gunstone, & R. White (Eds.), The content of science (pp.#255–262). London, UK: Falmer.
Wittrock, M. (1994). Generative science teaching. In P. Fensham, R. Gunstone, & R. White (Eds.), The content of science (pp.#29–38). London, UK: Falmer.