1. Bodner, G.M. (1987). “The role of algorithms in teaching problem solving.” Journal of Chemical Education. 64(6), 513-514.
2. Bodner, G.M and Herron, J.D. (2002). “Problem Solving in Chemistry.” In Gilbert, J.K., De Jong, O., Justi, R., Treagust, D.F., and Van Driel,. J. H. (Eds). Chemical Education: Research-based Practice. Dordecht: Kluwer Academic Publishers.
3. Brabeck, M.M. and Wood, P.K. (1990). “Cross-sectional and longitudinal evidence for differences between well-structured and ill-structured problem-solving abilities.” In Commons, M.L., Armon, C., Kohlberg, L., Richards, F.A., Grotzer, T.A., and Sinnott, J.D. (Eds.), Adult development 2: Models and methods in the study of adolescent and adult thought (pp. 131-146). New York: Praeger.
4. Buncick, M.C., Betts, P.G. and Horgan, D.D. (2001). “Using demonstrations as a contextual road map: enhancing course continuity and promoting active engagement in introductory college physics.” International Journal of Science Education, 23(12), 1237-1255.
5. Cracolice, M.S., Deming, J.C. and Ehlert, B. (2008). “Concept Learning versus Problem Solving: a cognitive difference.” Journal of Chemical Education, 85(6), 873-878.