References
- Bruner, J. S., Goodnow, J. J., & Austin, G. A. (1956). A study of thinking. Wiley, New York, 330 p
- De Jong, T., & Van Joolingen, W. R (1998). Scientific discovery learning with a computer simulations of conceptual domains. Review of Educational Research, 68(2), 179-201 https://doi.org/10.3102/00346543068002179
- Germann, P. J., Haskins, S., & Auls, S. (1996). Analysis of nine high school biology laboratory manuals: Promoting scientific inquiry. Journal of Research in Science Teaching, 33(5), 475-499 https://doi.org/10.1002/(SICI)1098-2736(199605)33:5<475::AID-TEA2>3.0.CO;2-O
- Klahr, D., & Dunbar, K. (1988). Dual space search during scientific reasoning. Cognitive Science, 12, 1-48 https://doi.org/10.1016/0364-0213(88)90007-9
- Klahr, D., Fay, A. L., & Dunbar, K.(1993). Heuristics for scientific experimentation: A developmental study. Cognitive Psychology, 25, 111-146 https://doi.org/10.1006/cogp.1993.1003
- Klayman, J., & Ha, Y. W. (1987). Confirmation, disconfirmation, and information in hypothesis testing. Psychological Review, 94, 211-228 https://doi.org/10.1037/0033-295X.94.2.211
- Klein, P. D. (1998). The role of children's theory of mind in science experimentation. Journal of Experimental Education, 66(2), 101-124 https://doi.org/10.1080/00220979809601398
- Kuhn, D., Amsel, E., & O'Loughlin, M. (1988). The development of scientific thinking skills. Academic Press, London, 249 P
- Kuhn, D., Garcia-Mila, M., Zohar, A. & Andersen, C. (1995). Strategies of knowledge acquisition. Monographs of the Society for Research in Child Development, 60(4), 1-128 https://doi.org/10.1111/j.1540-5834.1995.tb00222.x
- Kuhn, D., Schauble, L., & Garcia-Mila, M. (1992). Cross-domain development of scientific reasoning. Cognition and Instruction, 9, 285-327 https://doi.org/10.1207/s1532690xci0904_1
- Njoo, M., & de Jong, T. (1993). Exploratory learning with a computer simulation for control theory: Learning processes and instructional support. Journal of Research in Science Teaching, 30, 821-844 https://doi.org/10.1002/tea.3660300803
- Penner, D. E., and Klahr, D. (1996). The interaction of domain-specific knowledge and domain-general discovery strategies: A study with sinking objects. Child Development, 67, 2709-2727 https://doi.org/10.2307/1131748
- Schauble, L., Glaser, R., Duschl, R. A., & Schulze, S. (1995). Students understanding of the objectives and procedures of experimentation in the science classroom. Journal of the Learning Sciences, 4, 131-166 https://doi.org/10.1207/s15327809jls0402_1
- Schauble, L., Klopfer, L.E., & Raghavan, K. (1991). Student transition from an engineering model to a science model of experimentation. Journal of Research in Science Teaching, 28(9), 859-882 https://doi.org/10.1002/tea.3660280910
- Sodian, B., Zaitchik, D., & Carey, S. (1991). Young children's differentiation of hypothetical beliefs from evidence. Child Development, 62, 753-766 https://doi.org/10.2307/1131175
- Staer, H., Goodrum, D., & Hackling, M. (1998). High school laboratory work in Western Australia: Openness to inquiry. Research in Science Education, 28(2), 219-228 https://doi.org/10.1007/BF02462906