1. ACARA. (2019). The Australian Curriculum. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/science/
2. Adbo, K., & Taber, K. S. (2009). Learners’ mental models of the particle nature of matter: A study of 16-year-old Swedish science students. International Journal of Science Education, 31(6), 757–786.
3. Arani, A. M., Kakia, M. L., & Karimi, M. V. (2012). Assessment in education in Iran. SA-eDUC, 9(2) Retrieved from http://www.nwu.ac.za/sites/www.nwu.ac.za/files/files/p-saeduc/New_Folder_1/3_Assessment%20in%20education%20in%20Iran.pdf.
4. Au, T. K., Sidle, A. L., & Rollins, K. B. (1993). Developing an intuitive understanding of conservation and contamination: Invisible particles as a plausible mechanism. Developmental Psychology, 29(2), 286–299. https://doi.org/10.1037/0012-1649.29.2.286.
5. Bachtold, M. (2013). A pragmatic approach to the atomic model in chemistry. In J.-P. Llored (Ed.), The philosophy of chemistry: practices, methodologies and concepts (pp. 426–451). Cambridge Scholars Press.