1. Abell, S., Park, R. M., Hanuscin, D., Lee, M., & Gagnon, M. (2009). Preparing the next generation of science teacher educators: a model for developing PCK for teaching science teachers. Journal of Science Education, 20, 77–93.
2. Akerson, V. L., Abd-El-Khalick, F., & Lederman, N. G. (2000). Influence of a reflective explicit activity-based approach on elementary teachers’ conceptions of nature of science. Journal of Research in Science Teaching, 37(4), 295–317.
3. Allchin, D., Andersen, H. M., & Nielsen, K. (2014). Complementary approaches to teaching nature of science: integrating student inquiry, historical cases, and contemporary cases in classroom practice. Science Education, 98(3), 461–486.
4. American Association for the Advancement of Science (AAAS). Project 2061. (1994). Benchmarks for science literacy. New York: Oxford University Press.
5. Anderson, R. D. (2007). Inquiry as an organizing theme for science curricula. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 807–830). Mahwah: Lawrence Erlbaum.