1. Anderson, C. W. (2007). Perspectives on science learning. In S. K. Abell and N. G. Lederman (Eds.) Handbook of research on science education (pp. 3–30). Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers.
2. American Association for the Advancement of Science. (1993). Benchmarks for science literacy: A project 2061 report. New York: Oxford University Press.
3. Carey, S. (1985). Conceptual change in childhood. Cambridge, MA: MIT Press.
4. Chi, M. T. H. (1992). Conceptual change within and across ontological categories: Examples from learning and discovery in science (Vol. XV, pp. 129–186). In R. N. Giere (Ed.), Cognitive models of science: Minnesota studies in the philosophy of science. Minneapolis, MN: University of Minnesota Press.
5. Chi, M. T. H. (2008). Three types of conceptual change: Belief revision, mental model transformation, and categorical shift. In S. Vosniadou (Ed.), Handbook of research on conceptual change (pp. 61–82). Hillsdale, NJ: Erlbaum.