1. Aydoğdu, B. (2009). Fen ve teknoloji dersinde kullanılan farklı deney tekniklerinin öğrencilerin bilimsel süreç becerilerine, bilimin doğasına yönelik görüşlerine, laboratuvara yönelik tutumlarına ve öğrenme yaklaşımlarına etkileri [The effects of different laboratory techniques used in science courses on students’ science process skills, views toward nature of science, attitudes toward laboratory and learning approaches in science and technology course; unpublished doctoral thesis]. Dokuz Eylul University, Izmir, Turkey.
2. Chini, J. J., Madsen, A., Gire, E., Rebello, N. S., & Puntambekar, S. (2012). Exploration of factors that affect the comparative effectiveness of physical and virtual manipulatives in an undergraduate laboratory. Physical Review Physics Education Research, 8, 1–12.
3. Crawford, B. A., Zembal-Saul, C., Munford, D., & Friedrichsen, P. (2005). Confronting prospective teachers’ ideas of evaluation and scientific inquiry using technology and inquiry-based tasks. Journal of Research in Science Teaching, 42(6), 613–637.
4. de Jong, T. (2006). Technological advances in inquiry learning. Science, 312(5773), 532–533.
5. de Jong, T., & Lazonder, A. W. (2014). The guided discovery principle in multimedia learning. In R. E. Mayer, J. J. G. van Merriënboer, W. Schnotz, & J. Elen (Eds.), The Cambridge handbook of multimedia learning (2nd ed., pp. 371–390). Cambridge, UK: Cambridge University Press.