References
Abrams, R. (1997). Proceedings of “From misconceptions to constructed understanding”: The Fourth
International Misconceptions Seminar [On-line]. Available: http://www2ucsc.edu/ mlrg/
proc4abstracts.html. 02/03/2012.
Arnold, P., Sarge, A., & Worrall, L. (1995). Children’s knowledge of the earth’s shape and its gravitational
field . International Journal of Science Education, 17, 635-642.
Ausbel, D. P. (1968). Educational Psychology: A Cognitive View. New York: Holt, Rinehart and Winston,
Inc.
Ball, M., & Smith, G. (1992). Analyzing and visualizing data. London: Sage.
Banks, M. (2001). Visual methods in social research. London: Sage.
Bar, V. (1989). Children’s views about the water cycle. Science Education, 73, 481-500.
Brewer, W., Hendrich, D., & Vosniadou, S. (1987). A cross-cultural study of children’s development of
cosmological bodies: Samoan and American data. In Paper presented at the Third International
Conference on Thinking (Honolulu, U.S.).
Caramazza, A., McCloskey, M. & Green, B. (1981). Naïve beliefs in “sophisticated” subjects:
Misconceptions about trajectories of objects. Cognition, 9, 117-123.
Clement, J. (1982). Student’s preconceptions in introductory physics. American Journal of Physics, 50,
66-71.
Coates, E. (2002). ‘I forgot the sky!’ Children’s stories contained within their drawings. International
Journal of Early Years Education, 10(1), 21-35.
Collins, A. & Gentner, D. (1987). How people construct mental models. In Cultural models in language
and thought, D. Holland and N. Quinn (Eds.), Cambridge: Cambridge University Press., 243.
Cuthbert, A. J. (2000). Do children have a holistic view of their internal body maps? School Science
Review, 82(299), 25-32.
Driver, R., & Easley, J., (1978). Pupils and paradigms: a review of literature related to concept
development in adolescent science students. Studies in Science Education, 5, 61-84.
Dove, J. E., Everett, L. A., & Preece, P. F. W. (1999). Exploring a hydrological concept through children’s
drawings. International Journal of Science Education, 21(5), 485-497.
Duit, R. & Treagust, D. (1998). Learning in science-from behaviourism towards social constructivism
and beyond. In International Handbook of Science Education, ed. B. Fraser and K. Tobin, Dordrecht,
The Netherlands: Kluwer Academic, 3-26.
Edens, K. M. & Potter, E. (2003). Using descriptive drawings as a conceptual change strategy in
elementary science. School Science and Mathematics, 103, 135-144.
Gilbert, J. K., Osborne, R. J., & Fensham, P. J. (1982). Children’s science and its consequences for
teaching. Science Education, 66(4), 623-633.
Golomb, C. (1992). The Child’s Creation of a Pictoral World. Berkeley: University of California Press.
Gunstone, R. F. (1990). Children’s science: a decade of developments in constructivist views of science
teaching and learning. The Australian Science Teachers Journal, 36(4), 1990.
Hayes, D., Symington, D., & Martin, M. (1994). Drawing during science activity in the primary school.
International Journal of Science Education,16, 265-277.
Haslam, F. & Treagust, D. F. (1987). Diagnosing secondary students’ misconceptions of photosynthesis
and respiration in plants using a two-tier multiple choice instrument. Journal of Biological
Education, 21(3), 203-211.
Hewson, M. G. & Hewson, P. W. (1983). Effect of instruction using prior knowledge and conceptual
change strategies on science learning. Journal of Research in Science Teaching, 20(8), 731-743.
Henriques, L. (2002). Children’s ideas about whether: A review of the literature. School Science and
Mathematics, 102(5), 202-215.
Kempton, W. (1987). Two theories of home heat control. In Cultural models in language and thought, D.
Holland and N. Quinn (Eds.), Cambridge: Cambridge University Press., 222.
Knoff, H. M. & Prout, H. T. (1985). Kinetic Drawing System for family and school: A handbook. Los Angeles:
Western Psychological Services.
McCloskey, M. & Kargon, R. (1988). The meaning and use of historical models in the study of intuitive
physics. In Ontogeny, phylogeny, and historical development, S. Strauss (Ed.), Norwood, NJ: Ablex, 49.
Moline, S. (1995). I see what you mean: Children at work with visual information. York, ME: Stenhouse
Publishers.
Naglieri, J. A. (1988). Draw-a-Person: A quantitative scoring system. New York: Psychological
Corporation.
Nobes, G., Moore, D., Martin, A., Clifford, B., Butterworth, G., Panayiotaki, G. et. al. (2003). Children’s
understanding of the earth in a multicultural community: Mental models or fragments of
knowledge? Developmental Science, 6(1), 72-85.
Novak, J. (1987). Proceedings of the Second International Seminar: Misconceptions and Educational
Strategies in Science and Mathematics. Ithaca, NY: Cornell University, Department of Education.
Nussbaum, J. (1979). Children’s conceptions of the Earth as a cosmic body: A cross age study, Science
Education, 63, 83-93.
Nussbaum, J. & Novak, J. D. (1976). An assessment of children’s concepts of the Earth utilizing
structured interviews, Science Education, 60,535-550.
Osborne, R. J. (1983). Towards modifying children’s ideas about electric current, Research in Science
and Technological Education, 1, 73-82.
Osborne, R. J. & Wittrock, M. C. (1983). Learning science: A generative process, Science Education, 67(4),
489-508.
Panagiotaki, G., Nobes, G. & Potton, A. (2009). Mental models and other misconceptions in children’s
understandings of the Earth, Journal of Experimental Child Psychology, 104, 52-67.
Posner, G. J., Strike, K. A., Hewson, P. W. & Gertzog, W. A. (1982). Accommodation of a scientific
conception: Towards a theory of conceptual change, Science Education, 66(2), 211-227.
Reith, E. (1997). Drawing development, In Child development in art, A. M. Kindler (Ed.), Virginia: National
Art Education Association, 59.
Rennie, L. J. & Jarvis, T. (1995). Children’s choice of drawings to communicate their ideas about
technology, Research in Science Education, 25, 239-252.
Samarapungavan, A., Vosniadou, S. & Brewer, W. (1996). Mental models of the Earth, Sun and Moon:
Indian children’s cosmologies, Cognitive development, 11, 491-521.
Schilling, M., McGuigan, L. & Qualter, A. (1993). The primary science and concept exploration (SPACE)
project, Investigating, 9, 27-29.
Schoultz, J., Säljö, R., & Wyndhamn, J. (2001). Heavenly talk: Discourse, artifacts, and children’s
understanding of elementary astronomy. Human Development, 44, 103-118.
Shuell, T. (1987). Cognitive psychology and conceptual change: implications for teaching science,
Science Education, 71, 239-250.
Siegal, M., Butterworth, G. & Newcombe, P. A. (2004). Culture and children’s cosmology. Developmental
Science, 7, 308-324.
Sneider, C. & Pulos, S. (1983). Children’s cosmographies: Understanding the Earth’s shape and gravity,
Science Education, 67,205-221.
Straatemier, M., van der Maas, H.L.J., & Jansen, B. R. J. (2008). Children’s knowledge of the earth: A new
methodological and statistical approach. Journal of Experimental Child Psychology, 276-296.
Stromment, E. (1995). Lions and tigers and bears. Oh my! Children’s conceptions of forests and their
inhabitants, Journal of Research in Science Teaching, 32, 683-698.
van Meter, P. (2001). Drawing construction as a strategy for learning from text, Journal of Educational
Psychology, 93,129-140.
Vosniadou, S. & Brewer, W. (1990). A cross-cultural investigation of children’s conceptions about the
Earth, the Sun and the Moon: Greek and American data. In Learning and instruction, M. Heinz, E.
Corte, N. Bennet and H. Friedrich (Eds.). Oxford: Pergamon, 605.
Vosniadou, S. & Brewer, W. (1992). Mental models of the Earth: A study of conceptual change in
childhood, Cognitive Psychology, 24, 535-585.
Vosniadou, S. & Brewer, W. (1994). Mental models of the day/night cycle. Cognitive Science, 18, 123-184.
White, B. Y. & Frederiksen, J. R. (1986). Intelligent tutoring systems based upon qualitative model
evolutions, Proceedings of the Fifth National Conference on Artificial Intelligence, (Philadelphia, PA).
White, R. & Gunstone, R. (2000). Probing Understanding. London: Falmer Press.
