1. Abd-El-Khalick, F., Lederman, N. G., Bell, R. L., & Schwartz, R. S. (2001). Views of nature of science questionnaire (VNOS): Toward valid and meaningful assessment of learners’ conceptions of nature of science. In P. A. Rubba, J. A. Rye, W. J. DiBiase, & B. A. Crawford (Eds.), Proceedings of the annual meeting of the association for the education of teachers in science (pp. 212–258). Association for the Education of Teachers in Science.
2. Abrami, P. C., Bernard, R. M., Borokhovski, E., Waddington, D. I., Wade, C. A., & Persson, T. (2015). Strategies for teaching studentsto think critically: A meta-analysis. Review of Educational Research, 85(2), 275–314. https://doi.org/10.3102/0034654314551063
3. Aboelela, S. W., Larson, E., Bakken, S., Carrasquillo, O., Formicola, A., Glied, S. A., & Gebbie, K. M. (2007). Defining interdisciplinary research: Conclusions from a critical review of the literature. Health Services Research, 42, 329–346.
4. Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50, 179–211.
5. Ajzen, I., Joyce, N., Sheikh, S., & Gilbert Cote, N. (2011). Knowledge and the prediction of behavior: The role of information accuracy in the theory of planned behavior. Basic and Applied Social Psychology, 33, 101–117. https://doi.org/10.1080/01973533.2011.568834