1. Abd-El-Khalick, F. (2014). The evolving landscape related to assessment of nature of science. In N. G. Lederman & S. K. Abell (Eds.), Handbook of research on science education (2nd ed., pp. 621–650). Mahwah: Lawrence Erlbaum.
2. Abd-El-Khalick, F., & Lederman, N. G. (2000). Improving science teachers’ conceptions of the nature of science: a critical review of the literature. International Journal of Science Education, 22(7), 665–701.
3. Abd-El-Khalick, F., Bell, R.L., & Lederman, N.G. (1998). The nature of science and instructional practice: Making the unnatural natural. Science Education, 82, 417–436.
4. Abd-El-Khalick, F., Waters, M., & Le, A. (2008). Representations of nature of science in high school chemistry textbooks over the past four decades. Journal of Research in Science Teaching, 45(7), 835–855.
5. Abd-El-Khalick, F., Belarmino, J., Brunner, J., Le, A., Myers, J. Y., Summers, R., Wahbeh, N., Waight, N., Waters, M., & Zeineddin, A. (2017a). A longitudinal analysis of the prominence and representations of nature of science in U.S. high school chemistry, biology, and physics textbooks. In C. McDonald & F. Abd-El-Khalick (Eds.), Representations of nature of science in school science textbooks: global perspectives. New York: Routledge.