||Anderson, R.D. (2002). Reforming science teaching: What research says about inquiry?. Journal of Science Teacher Education, 13(1), 1-12.|
Biggs, J. (1994). Student learning research and theory: Where do we currently stand. Improving student learning: Theory and practice, 1-19. England: Oxford Centre for Staff Development.
Brown, D. (2008). Video modeling: combining dynamic model simulations with traditional video analysis. In American Association of Physics Teachers (AAPT) Summer Meeting.
Brown, D., & Cox, A. J. (2009). Innovative uses of video analysis. The Physics Teacher, 47(3), 145-150.
Bumbacher, E., Hossain, Z., Riedel-Kruse, I., & Blikstein, P. (2018). Design Matters: The Impact of Technology Design on Students’ Inquiry Behaviors. International Society of the Learning Sciences, Inc. [ISLS].
Cadmus Jr, R. R. (1990). A video technique to facilitate the visualization of physical phenomena. American Journal of Physics, 58(4), 397-399.
Campbell, J. O., Bourne, J. R., Mosterman, P. J., & Brodersen, A. J. (2002). The effectiveness of learning simulators for electronic laboratories. Journal of Engineering Education, 91, 81–87.
Carlsen, D. D., & Andre, T. (1992). Use of a microcomputer simulation and conceptual change text to overcome student preconceptions about electric circuits. Journal of Computer-Based Instruction, 19, 105–109.
Chang, C. J., Liu, C. C., Wu, Y. T., Chang, M. H., Chiang, S. F., Chiu, B. C., ... & Wu, S. W. (2016, January). Students′ perceptions on problem solving with collaborative computer simulation. In 24th International Conference on Computers in Education, ICCE 2016 (pp. 166-168). Asia-Pacific Society for Computers in Education.
Chang, K. E., Chen, Y. L., Lin, H. Y., & Sung, Y. T. (2008). Effects of learning support in simulation-based physics learning. Computers & Education, 51(4), 1486-1498.
Christian, W., & Esquembre, F. (2007). Modeling physics with easy java simulations. The Physics Teacher, 45(8), 475-480.
Cohen, E. G. (1994). Restructuring the classroom: Conditions for productive small groups. Review of educational research, 64(1), 1-35.
Colaso, V., Kamal, A., Saraiya, P., North, C., McCrickard, S., & Shaffer, C. (2002). Learning and retention in data structures: A comparison of visualization, text, and combined methods. In Paper presented at the proceedings of ED-MEDIA 2002 world conference on educational multimedia/hypermedia and educational telecommunications.
de Jong, T., & van Joolingen, W. R. (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68, 179–201.
Escalada, L. T., & Zollman, D. A. (1997). An investigation on the effects of using interactive digital video in a physics classroom on student learning and attitudes. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 34(5), 467-489.
Esquembre, F. (2004). Easy Java Simulations: A software tool to create scientific simulations in Java. Computer physics communications, 156(2), 199-204.
Hammer, D. (1997). Discovery learning and discovery teaching. Cognition and instruction, 15(4), 485-529.
Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006). Educational psychologist, 42(2), 99-107.
Jensen, D., Self, B., Rhymer, D., Wood, J., & Bowe, M. (2002). A rocky journey toward effective assessment of visualization modules for learning enhancement in engineering mechanics. Educational Technology & Society, 5, 150–162.
Johnson, R. T., & Johnson, D. W. (2008). Active learning: Cooperation in the classroom. The annual report of educational psychology in Japan, 47, 29-30.
Johri, A., & Olds, B. M. (2011). Situated engineering learning: Bridging engineering education research and the learning sciences. Journal of Engineering Education, 100(1), 151-185.
Kearney, M., & Treagust, D. F. (2001). Constructivism as a referent in the design and development of a computer program using interactive digital video to enhance learning in physics. Australian Journal of Educational Technology, 17(1), 64-79.
Lee, M. H., Johanson, R. E., & Tsai, C. C. (2008). Exploring Taiwanese high school students′ conceptions of and approaches to learning science through a structural equation modeling analysis. Science Education, 92(2), 191-220.
Luo, W., Stravers, J. A., & Duffin, K. L. (2005). Lessons learned from using a web-based interactive landform simulation model (WILSIM) in a general education physical geography course. Journal of Geoscience Education, 53, 489–493.
Marton, F., & Säljo, R. (1984). Approaches to learning. In F. Marton, D. Hounsell, & N. J. Entwistle (Eds.), The experience of learning, 40–58. Edinburgh: Scottish Academic Press.
Naps, T. L., Ro ̈ßling, G., Almstrum, V., Dann, W., Fleischer, R., Hundhausen, C., et al. (2003). Exploring the role of visualization and engagement in computer science education. ACM SIGCSE Bulletin, 35, 131–152.
Oguz-Unver A, Arabacioglu S (2014). A comparison of inquiry-based learning (IBL), problem-based learning (PBL) and project-based learning (PJBL) in science education. Academia Journal of Educational Research 2(7): 120-128.
Purdie, N., & Hattie, J. (1997). The development and validation of an instrument to assess students′ conceptions of learning. In 7th Conference of the European Association for Research in Learning and Instruction, Athens, Greece.
Reamon, D., & Sheppard, S. (1997). The role of simulation software in an ideal learning environment. In Paper presented at the Proceedings of the ASME design engineering technical conferences, September 14–17, Sacramento, CA.
Regan, M., & Sheppard, S. (1996). Interactive multimedia courseware and the hands-on learning experience: An assessment. Journal of Engineering Education, 85, 123–131.
Rieber, L. P., Boyce, M., & Assad, C. (1990). The effects of computer animation on adult learning and retrieval tasks. Journal of Computer-Based Instruction, 17, 46–52.
Ronen, M., & Eliahu, M. (2000). Simulation – A bridge between theory and reality: The case of electric circuits. Journal of Computer Assisted Learning, 16, 14–26.
Saljo, R. (1979). Learning in the learner’s Perspective, 1: Some commonsense conceptions. Gothenburg, Sweden: Institute of Education, University of Gothenburg.
Sandoval, W. A., & Reiser, B. J. (2004). Explanation‐driven inquiry: Integrating conceptual and epistemic scaffolds for scientific inquiry. Science Education, 88(3), 345-372.
Searle, P. & Gunstone, R. (1990). Conceptual change and physics instruction: a longitudinal study. ERIC Document, ED 320 767.
Tao, P. & Gunstone, R. (1997). The process of conceptual change in ‘Force and Motion’. ERIC Document, ED 407 259.
Tsai, C. C. (2004). Conceptions of learning science among high school students in Taiwan: A phenomenographic analysis. International Journal of Science Education, 26(14), 1733-1750.
White, R. & Gunstone, R. (1992). Probing understanding. London and New York: TheFalmer Press.
Wieman, C., & Perkins, K. (2005). Transforming physics education. Physics today, 58(11), 36-41.
Zollman, D., & Fuller, R. (1994). Teaching and learning physics with interactive video.