1. Chinn, C. A., & Brewer, W. F. (1993). The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction. Review of Educational Research, 63, 1-49.
2. Clement, J. (1982). Students’ preconceptions in introductory mechanics. American Journal of Physics, 50, 66-71.
3. Clement, J. (1993). Using bridging analogies and anchoring intuitions to deal with students’ preconceptions in physics. Journal of Research in Science Teaching, 30, 1241-1257.
4. Hashweh, M. Z. (1986). Toward an explanation of conceptual change. European Journal of Science Education, 8(3), 229-249.
5. McCloskey, M., Washburn, A., & Felch, L. (1983). Intuitive physics: The straight-down belief and its origin. Journal of Experimental Psychology: Learning, Memory, and Cognition, 9, 636-649.