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  1. Establishing the norms of scientific argumentation in classrooms.Rosalind Driver, Paul Newton & Jonathan Osborne - 2000 - Science Education 84 (3):287-312.
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  • Contextual epistemic development in science: A comparison of chemistry students and research chemists.Ala Samarapungavan, Erik L. Westby & George M. Bodner - 2006 - Science Education 90 (3):468-495.
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  • On the substance of a sophisticated epistemology.Andrew Elby & David Hammer - 2001 - Science Education 85 (5):554-567.
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  • Implications of teachers' beliefs about the nature of science: Comparison of the beliefs of scientists, secondary science teachers, and elementary teachers.Deborah Pomeroy - 1993 - Science Education 77 (3):261-278.
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  • Understanding students' practical epistemologies and their influence on learning through inquiry.William A. Sandoval - 2005 - Science Education 89 (4):634-656.
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  • The good, the bad, and the ugly: the many faces of constructivism.Denis Phillips - 1995 - Educational Researcher 24 (7):5–12.
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  • Turning Crisis into Opportunity: Nature of Science and Scientific Inquiry as Illustrated in the Scientific Research on Severe Acute Respiratory Syndrome.Siu Ling Wong, Jenny Kwan, Derek Hodson & Benny Hin Wai Yung - 2009 - Science & Education 18 (1):95-118.
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  • Epistemological undercurrents in scientists' reporting of research to teachers.George E. Glasson & Michael L. Bentley - 2000 - Science Education 84 (4):469-485.
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