Ackermann, E. (1991). From decontextualized to situated knowledge: Revisiting Piaget's water-level experiment. In I. Harel, & S. Papert (Eds.), Constructionism (pp. 269-294). Ablex Publishing Corporation.
Ackermann, E. (2001). Piaget’s constructivism, Papert’s constructionism: What’s the difference? http://learning.media.mit.edu/content/publications/EA.Piaget%20_%20Papert.pdf
Alter, A. L., Oppenheimer, D. M., & Zemla, J. C. (2010). Missing the trees for the forest: A construal level account of the illusion of explanatory depth. Journal of Personality and Social Psychology, 99(3), 436-451.
Altrichter, H., & Holly, M. L. (2005). Research diaries. In B. Somekh, & C. Lewin, C. (Eds.), Research methods in the social sciences (pp. 24-32). SAGE.
Anderson, G., Herr, K., & Nihlen, A. S. (1994). Studying your own school. Corwin Press.
Anderson, G., Herr, K., & Nihlen, A. S. (2007). Studying your own school (2nd ed.). Corwin Press.
Andreou, A. P. (2013, October). Conceptual metaphors as image schemas in information visualizations. In 2CO Communicating complexity: 2013 Conference Proceedings (pp. 12-18). Edizioni Nuova Cultura, University of Sassari. http://www.2coconference.org/docs/2CO_book_light_bn.pdf
Anning, A., Cullen, J., & Fleer, M. (2009). Research contexts across cultures. In A. Anning, J. Cullen, & M. Fleer (Eds.), Early childhood education: Society and culture (2nd ed., pp.1-24). SAGE.
Baddeley, A. D. (1999). Essentials of human memory. Psychology Press.
Barab, S., & Squire, K. (2004). Design-based research: Putting a stake in the ground. The Journal of the Learning Sciences, 13(1), 1-14.
Bateman, J. A. (2008). Multimodality and genre. Palgrave Macmillan.
Beaty, W. (1995). Why is electricity so hard to understand? [Webpage]. http://amasci.com/miscon/whyhard2.html
Bereiter, C. (2002). Education and mind in the knowledge age. Lawrence Erlbaum.
Bertin, J. (1983). Semiology of graphics: Diagrams, networks, maps. University of Wisconsin Press.
Blonksy, P. P. (1930). Osnovy Pedologii [Fundamentals of
Blunden, A. (2009). An interdisciplinary theory of activity. Outlines: Critical Practice Studies, 11(1), 1-26.
Blunden, A. (2012). Concepts - A critical approach. Brill.
Brooks, M. L. (2002). Drawing to learn. [Unpublished PhD thesis]. University of Alberta. http://www.une.edu.au/Drawing/main.html
Broudy, H. S. (1977). How basic is aesthetic education? or Is it the fourth R? Language Arts, 54(6), 631-637.
Bruner, J. S. (1966). Toward a theory of Instruction. Harvard University Press.
Burn, A., & Parker, D. (2003). Tiger's big plan: Multimodality and the moving image. In C. Jewitt, & G. Kress (Eds.), Multimodal literacy (pp. 56-72). Peter Lang.
Burns, R. (1997). Introduction to research methods (3rd ed.). Addison Wesley Longman.
Butler, T. (1998). EDN7025 - Child development and learning [Class notes, Week 5]. Monash University.
Callon, M. (1992). The dynamics of techno-economic networks. In R. Cooms, P, Saviotti, & V. Walsh (Eds.), Technological change and company strategies (pp. 77-102). Academic Press.
Canemaker, J. (1999). Paper dreams - The art and artists of Disney storyboards. Hyperion.
Carey, S. (1985). Conceptual change in childhood. Bradford.
Carey, S. (1999). Sources of conceptual change. In E. K. Scholnick, K. Nelson, & P. Miller (Eds.), Conceptual development: Piaget’s legacy (pp. 293-326). Lawrence Erlbaum Associates.
Caws, P. (1974). Operational, representational, and explanatory models. American Anthropologist, 76(1), 1-10. https://doi.org/10.1525/aa.1974.76.1.02a00020
Chandrasegaran, A., Treagust, D. F., & Mocerino, M. (2011). Facilitating high school students' use of multiple representations to describe and explain simple chemical reactions. Teaching Science, 57(4), 13-20.
Chandler, P., & Sweller, J. (1991). Cognitive load theory and the format of instruction. Cognition and Instruction, 8(4), 293-332.
Chen, W. F., & Dwyer, F. (2003). Hypermedia research: Present and future. International Journal of Instructional Media, 30(2), 143-148. https://www.proquest.com/scholarly-journals/hypermedia-research-present-future/docview/204262271/se-2
Chi, M. T .H. (2008). Three types of conceptual change: Belief revision, mental model transformation, and categorical shift. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 61-82). Routledge.
Chomsky, N. (1986). Knowledge of language: Its nature, origin, and use. Greenwood Publishing Group.
Christiansen, E. (1996). Tamed by a rose: Computers as tools in human activity. In B. A. Nardi (Ed.), Context and consciousness: Activity theory and human-computer interaction (pp. 175-198). MIT Press.
Clark, D. B. (2006). Longitudinal conceptual change in students' understanding of thermal equilibrium: An examination of the process of conceptual restructuring. Cognition and Instruction, 24(4), 467-563.
Clarke, A. C. (1945, October). Extra-terrestrial relays - Can rocket stations give worldwide radio coverage? Wireless World, 305-308. http://lakdiva.org/clarke/1945ww/1945ww_oct_305-308.html
Clarke, D. (2008). EDUC90167 - Tutorial class: Introduction to research methods. The University of Melbourne.
Clement, J. (1988). Observed methods for generating analogies in scientific problem solving. Cognitive Science, 12(4), 563-586.
Clement, J. (2008). The role of explanatory models in teaching for conceptual change. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 417-452). Routledge.
Cole, M. (2011). Book review: Blunden, A. (2010). An interdisciplinary theory of activity. Critical Practice Studies, 13(1), 46-52.
Coll, R., & Taylor, N. (2002). Mental models in chemistry: Senior chemistry students’ mental models of chemical bonding. Chemistry Education Research and Practice, 3(2), 175-184. https://doi.org/10.1039/B2RP90014A
Connery, M. C., John-Steiner, V. P., & Marjanovic-Shane, A. (Eds.). (2010). Vygotsky and creativity. Peter Lang.
Cooper, R. G. (1990). Stage-gate systems: A new tool for managing new products. Business Horizons, 33(3), 44-53.
Cross, R. (2010). A social, cultural, and political framework for educational research methodology. In Contemporary Approaches to Research in Mathematics, Science, Health and Environmental Education: 2010 Conference Proceedings (pp. 1-10). Deakin University.
Crotty, M. (1998). The foundations of social research. Allen & Unwin.
Dang, T. K. A. (2013). Identity in activity: Examining teacher professional identity formation in the paired-placement of student teachers. Teaching and Teacher Education, 30, 47-59. https://doi.org/10.1016/j.tate.2012.10.006
Daniels, H. (2012). The interface between the sociology of practice and the analysis of talk in the study of change in educational settings. In J. Valsiner (Ed.), The Oxford handbook of culture and psychology (pp. 817- 829). Oxford University Press.
Darling, I. (1998). Action evaluation and action theory: An assessment of the process and its connection to conflict resolution [Web page]. http://www.lupinworks.com/ar/Schon/Paper6.html
Davis, R., Shrobe, H., & Szolovits, P. (1993). What is a knowledge representation? AI Magazine, 14(1), 17-33.
Davydov, V. V. (1990). Types of generalization in instruction: Logical and psychological problems in structuring of school curricula. National Council of Teachers of Mathematics.
Deloache, J. S., & Burns, N. M. (1993). Symbolic development in young children: Understanding models and pictures. In C. Pratt, & A. F. Garton (Eds.), Systems of representation in children - Development and use (pp. 91-112). John Wiley & Sons.
Denzin, N. K., & Lincoln, Y. S. (Eds.). (2011). Handbook of qualitative research (4th ed.). SAGE.
Dewey, J. (1910/1997). How we think. Dover Publications.
Diakidoy, I. A. N., & Kendeou, P. (2001). Facilitating conceptual change in astronomy: A comparison of the effectiveness of two instructional approaches. Learning and Instruction, 11(1), 1-20. https://doi.org/10.1016/S0959-4752(00)00011-6
Dicks, B., Mason, B., Coffey, A., & Atkinson, P. (2005). Qualitative research and hypermedia: Ethnography for the digital age. SAGE.
diSessa, A. A . (2008). A bird's-eye view of the "pieces" vs. "coherence" controversy (from the "pieces" side of the fence). In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 35-60). Routledge.
diSessa, A. A., Gillespie, N., & Esterly, J. (2004). Coherence versus fragmentation in the development of the concept of force. Cognitive Science, 28(6), 843-900.
Dron, J. (2012). The pedagogical-technological divide and the elephant in the room. International Journal on E-Learning, 11(1), 23-38. https://www.learntechlib.org/primary/p/33288/
Drotner, K. (2008). Leisure is hard work: Digital practices and future competencies. In D. Buckingham (Ed.), Youth, identity and digital media (pp. 167-184). The MIT Press.
Dutton, J. M., & Starbuck, W. (1971). Finding Charlie’s run-time estimator. In J. M. Dutton, & W. Starbuck (Eds.), Computer simulations of human behavior (pp. 218-242). John Wiley and Sons.
Ehrenfels, C. V. (1890). Über gestaltqualitäten. Vierteljahrsschrift für wissenschaftliche Philosophie, 14(3), 249-292.
Eikeland, O. (2012). Action research - Applied research, intervention research, collaborative research, practitioner research or praxis research? International Journal of Action Research, 8(1), 9-44. https://nbn-resolving.org/urn:nbn:de:0168-ssoar-371155
Eisner, E. W. (1982). Cognition and curriculum: A basis for deciding what to teach. Longman.
Eisner, E. W. (1998). The enlightened eye: Qualitative inquiry and the enhancement of educational practice. Merrill.
Ellis, S. (2012 April). Does reading affect our social behaviour? PlaneTree,18(1),10-12.
Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Orienta-Konsultit.
Engeström, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualisation. Journal of Education and Work, 14(1), 133-156. https://doi.org/10.1080/13639080020028747
Engeström, Y., & Middleton, D. (1996). Introduction: Studying work as mindful practice. In Y. Engeström, & D. Middleton (Eds.), Cognition and communication at work (pp. 1-14). Cambridge University Press.
Engeström, Y., & Miettinen, R. (1999). Introduction. In Y. Engeström, R. Miettinen, & R. Punamäki (Eds.), Perspectives on activity theory (pp. 1-16). Cambridge University Press.
Engeström, Y., Virkkunen, J., Helle, M., Pihlaja, J., & Poikela, R. (1996). The change laboratory as a tool for transforming work. Lifelong Learning in Europe, 1(2), 10-17.
Engeström, Y. (2011). From design experiments to formative interventions. Theory and Psychology, 21(5), 598-628.
Evans, V. (2006). Lexical concepts, cognitive models and meaning-construction. Cognitive Linguistics, 17(4), 491–534. https://doi.org/10.1515/COG.2006.016
Ferholt, B. (2010). A synthetic-analytic method for the study of perezhivanie: Vygotsky's literary analysis applied to playworlds. In M. C. Connery, V. P., John-Steiner, & A. Marjanovic-Shane (Eds.), Vygotsky and creativity (pp. 163-179). Peter Lang.
Fichtner, B. (1999). Metaphor and learning activity. In Y. Engeström, R. Miettinen, & R. Punamäki (Eds.), Perspectives on activity theory (pp. 314-324). Cambridge University Press.
Fjeld, M., Lauche, K., Bichsel, M., Voorhorst, F., Krueger, H., & Rauterberg, M. (2002). Physical and virtual tools: Activity theory applied to the design of groupware. Computer Supported Cooperative Work, 11(1-2), 153-180.
Fleurke, N. (2011). Imaging the storyboard: On networks, concepts and communication. International Journal of the Image, 1(3), 155-162. https://doi.org/10.18848/2154-8560/CGP/v01i03/44208
Floridi, L. (2011). A defence of constructionism: Philosophy as conceptual engineering. Metaphilosophy, 42(3), 282-304. https://doi.org/10.1111/j.1467-9973.2011.01693.x
Ford, M., & Forman, E. A. (2006). Research on instruction and learning in science: Elaborating the design approach. In C. F. Conrad, & R. C. Serlin (Eds.), The SAGE handbook for research in education: Engaging ideas and enriching enquiry (pp. 139-156). SAGE.
Gallas, K. (1995). Talking their way into science: Hearing children's questions and theories, responding with curricula. Teachers College Press.
Gangwer, T. (2009). Visual impact, visual teaching (2nd ed.).
Gargarian, G. (1996). The art of design. In Y. Kafai, & M. Resnick. (Eds.), Constructionism in practice: Designing, thinking and learning in a digital world (pp. 125-159). Lawrence Erlbaum Associates.
Garton, A. F. (1993). Representation in problem solving. In C. Pratt, & A. F. Garton (Eds.), Systems of representation in children - Development and use (pp. 251-269). John Wiley & Sons.
Gemino, A., & Wand, Y. (2004). A framework for empirical evaluation of conceptual modeling techniques. Requirements Engineering, 9(4), 248-260. https://doi.org/10.1007/s00766-004-0204-6
Gibson, J. J. (1979). The ecological approach to visual perception. Lawrence Erlbaum.
Giest, H. (2008). The formation experiment in the age of hypermedia and distance learning. In B. Van Oers, W. Wardekker, E. Elbers, & R. Van Der Veer (Eds.), The transformation of learning (pp. 100-126). Cambridge University Press.
Gilbert, J. K. (2007). Visualization: A metacognitive skill in science and science education. In J. K. Gilbert (Ed.), Visualization in science education (pp. 9- 27). Springer.
Gilbert, J. K., Reiner, M., & Nakhleh, M. (Eds.). (2008). Visualization: Theory and practice in science education. Springer.
Goldman, S. R. (2008). Animating the issues for research on animation. In R. Lowe, & W. Schnotz (Eds.), Learning with animation - Research implications for design (pp. 357-370). Cambridge University Press.
Green, T. F. (1993). Learning without metaphor. In A. Ortony (Ed.), Metaphor and thought (2nd ed., pp. 610-620). Cambridge University Press.
Greene, M. (1988). The dialectic of freedom. Teachers College Press.
Guba, E. G., & Lincoln, Y. S. (1999). Naturalistic and rationalistic enquiry. In J. P. Keeves, & G. Lakomski (Eds.), Issues in educational research (pp. 141- 149). Pergamon.
Hakkarainen, K., Palonen, T., Paavola, S., & Lehtinen, E. (2004). Communities of networked experience - Professional and educational perspectives. Elsevier.
Harel, I. (1991). The silent observer and holistic note taker. In I. Harel, & S. Papert (Eds.), Constructionism (pp. 449-465). Ablex Publishing Corporation.
Harel, I., & Papert, S. (Eds.). (1991). Constructionism. Ablex Publishing Corporation.
Harel, I., & Papert, S. (1991). Situating constructionism. In I. Harel, & S. Papert (Eds.), Constructionism (pp. 1-11). Ablex Publishing Corporation.
Harrison, A. G., Grayson, D. J., & Treagust, D. F. (1999). Investigating a grade 11 student's evolving conceptions of heat and temperature. Journal of Research in Science Teaching, 36(1), 55-87.
Harrison, A. G., & Treagust, D. F. (1996). Secondary students' mental models of atoms and molecules: Implications for teaching science. Science Education, 80(5). 509-534.
Harste, J. C. (2010). Multimodality. In P. Albers, & J. Sanders (Eds.), Literacies, the arts and multimodality (pp. 27-43). NCTE.
Hashim, N., & Jones, M. L. (2007, September). Activity theory: a framework for qualitative analysis. Paper presented at the 4th international qualitative research convention (QRC), PJ Hilton, Malaysia. http://ro.uow.edu.au/commpapers/408
Helmenstine, A. M. (2014). What is a variable in science? [Web site]. https://www.thoughtco.com/understanding-variables-in-science-609060
Henley, J., Caulfield, L. S., Wilson, D., & Wilkinson, D. J. (2012). Good vibrations: Positive change through social music-making. Music Education Research, 14(4). 499-520.
Hewitt, J. P. (2007). Self and society (10th ed.). Allyn and Bacon.
Hewson, P. W. (1992, June). Conceptual change in science teaching and teacher education. Paper presented at a meeting on Research and Curriculum Development in Science Teaching, under the auspices of the National Center for Educational Research, Documentation and Assessment, Ministry for Education and Science, Madrid, Spain. https://www.learner.org/workshops/lala2/support/hewson.pdf
Hoban, G. F., Nielsen, W. S., & Carceller, C. (2010). Articulating constructionism: Learning science through designing and making "Slowmations" (student-generated animations). In C. Steel, M. Keppell, P. Gerbic, & S. Housego (Eds.), Conference of the Australasian Society for Computers in Learning in Tertiary Education (pp. 433-443). The University of Queensland. https://ro.uow.edu.au/cgi/viewcontent.cgi?referer=&httpsredir=1&article=2087&context=edupapers
Holton, D., & Clarke, D. (2006). Scaffolding and metacognition. International Journal of Mathematical Education in Science and Technology, 37(2), 127-143.
Holton, D., & Thomas, G. (2001). Mathematical interactions and their influence on learning. In D. J. Clarke (Ed.), Perspectives on practice and meaning in mathematics and science classrooms (pp. 75-104). Kluwer Academic Publishers.
Hubber, P., Tytler, R., & Haslam, F. (2010). Teaching and learning about force with a representational focus: Pedagogy and teacher change. Research in Science Education, 40(1), 5-28.
Hubscher-Younger, T., & Narayanan. N. H. (2008). Turning the tables: Investigating characteristics and efficacy of student-authored animations and multimedia representations. In R. Lowe, & W. Schnotz (Eds.) Learning with animation (pp. 235-259). Cambridge University Press.
Hutchins, E. (2012). Concepts in practice as sources of order. Mind, Culture, and Activity, 19(3), 314-323.
Ioannides, C., & Vosniadou, S. (2002). The changing meaning of force. Cognitive Science Quarterly, 2(1), 5-62.
Jackendoff, R. (1999). What is a concept, that a person may grasp it? In E. Margolis & S. Laurence (Eds.), Concepts: Core readings (pp. 305-334). The MIT press.
Jacobs, B. (2007). Animating best practice [Master’s thesis]. Monash University. http://www.brendanpauljacobs.com/abpindex.html
Janesick, V. J. (2000). The choreography of qualitative research design: Minuets, improvisations and crystallization. In N. K. Denzin, & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 379-400). SAGE.
Jewitt, C. (2008). Multimodality and literacy in school classrooms. Review of Research in Education, 32(1), 241-267. https://doi.org/10.3102/0091732X07310586
John-Steiner, V. (1985). Notebooks of the mind: Explorations of thinking. University of New Mexico Press.
John-Steiner, V. (2000). Creative collaboration. Oxford University Press.
Jonassen, D. H. (1988). Designing structured hypertext and structuring access to hypertext. Educational Technology, 28(2), 13-16. https://www.jstor.org/stable/44426154
Jonassen, D. H. (2008). Model building for conceptual change. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 676-693). New York, NY: Routledge.
Kafai, Y., & Resnick, M. (1996). Introduction. In Y. Kafai & M. Resnick (Eds.), Constructionism in practice: Designing, thinking and learning in a digital world (pp. 1-9). Lawrence Erlbaum Associates.
Kaptelinin, V. (2013). The mediational perspective on digital technology: Understanding the interplay between technology, mind and action. In S. Price, C. Jewitt, & B. Brown (Eds.), The SAGE handbook of digital technology research (pp. 203- 216). SAGE.
Kearsley, G. (1988). Authoring considerations for hypertext. Educational Technology, 28(11), 21-24. https://www.jstor.org/stable/44426156
Keil, F. C. (2006). Explanation and understanding. Annual Review of Psychology, 57, 227- 254.
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential and inquiry-based teaching. Educational Psychologist, 41(2), 75-86. https://doi.org/10.1207/s15326985ep4102_1
Kleinman, A. (1980). Patients and healers in the context of culture: An exploration of the borderland between anthropology, medicine, and psychiatry. University of California Press.
Knobel, M., & Lankshear, C. (Eds.). (2007). A new literacies sampler. Peter Lang.
Kress, G. (2010). Multimodality - A social semiotic approach to contemporary communication. Routledge.
Kress, G., & Mavers, D. (2005). Social semiotics and multimodal texts. In B. Somekh, & C. Lewin (Eds.), Research methods in the social sciences (pp. 172-179). SAGE.
Kress, G., & van Leeuwen, T. (2006). Reading images: The grammar of visual design (2nd ed.). Routledge.
Kuhn, T. (1970). The structure of scientific revolutions (2nd ed.). University of Chicago Press.
Kuhn, D., & Dean, D. (2005). Is developing scientific thinking all about learning to control variables? Psychological Science, 16(11), 866-870.
Kuhn, D., Iordanou, K., Pease, M., & Wirkala, C. (2008). Beyond control of variables: What needs to develop to achieve skilled scientific thinking? Cognitive Development, 23(4), 435-451. https://doi.org/10.1016/j.cogdev.2008.09.006
Lakoff, G., & Johnson, M. (1980). Metaphors we live by. University of Chicago Press.
Langer, S. K. (1957). Philosophy in a new key (3rd ed.). Harvard University Press.
Latour, B. (1992). Where are the missing masses? Sociology of a few mundane artifacts. In W. E. Bijker, & J. Law (Eds.), Shaping technology / Building society: Studies in sociotechnical change (pp. 225-258). The MIT Press.
Laurence, S., & Margolis, E. (1999). Concepts and cognitive science. In E. Margolis, & S. Laurence (Eds.), Concepts: Core readings (pp. 3-83). The MIT press.
Leite, L., Mendoza, J., & Borsese, A. (2007). Teachers’ and prospective teachers’ explanations of liquid-state phenomena: A comparative study involving three European countries. Journal of Research in Science Teaching, 44(2), 349-374.
Leontiev, A. N. (1981a). Problems of the development of the mind. Progress Publishers.
Leontiev, A. N. (1981b). The problem of activity in psychology (J. Wertsch, Trans.). In J. Wertsch (Ed.), The concept of activity in Soviet psychology (pp. 37-71). M. E. Sharpe.
Leontiev, A. N. (1997). On Vygotsky’s creative development. In R. W. Rieber, & J. Wollock (Eds.), Collected works of L. S. Vygotsky, Vol. 3 (pp. 9- 32). Plenum Press.
Lewin, K. (1952). Field theory in social science: Selected theoretical papers by Kurt Lewin. Tavistock.
Lincoln, Y., & Guba, E. (1985). Naturalistic inquiry. SAGE.
Lowe, R. (2001). Beyond "eye-candy": Improving learning with animation. Apple University Consortium. http://auc.uow.edu.au/conf/conf01/downloads/AUC2001_Lowe.pdf
Lowe, R., & Schnotz, W. (2014). Animation principles in multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd ed., pp. 513-546). Cambridge University Press.
Manning, P. (2003). Semiotics, pragmatism and narratives. In L. T. Reynolds, & N. J. Herman- Kinney (Eds.), Handbook of symbolic interactionism (pp. 1021-1039). AltaMira Press.
Marr, D. (1982). Vision. W. H. Freeman.
Mason, L. (1994). Analogy, metaconceptual awareness and conceptual change: A classroom study, Educational Studies, 20(2), 267-291. http://dx.doi.org/10.1080/0305569940200209
Maxwell, J. A. (2012). The importance of qualitative research for causal explanation in education. Qualitative Inquiry, 18(8), 655-661. https://doi.org/10.1177/1077800412452856
Mayer, R. E. (1993). The instructive metaphor. In A. Ortony (Ed.), Metaphor and thought (2nd ed., pp. 561-578). Cambridge University Press.
Mayer, R. E. (2001). Multimedia learning. Cambridge University Press.
Mayer, R. E. (2005). Introduction to multimedia learning. In Mayer, R. E. (Ed.), The Cambridge handbook of multimedia learning (pp. 1- 18). Cambridge University Press.
Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.
Medin, D. L., & Rips, L. J. (2005). Concepts and categories: Memory, meaning and metaphysics. In K. J. Holyoak, & R. G. Morrison (Eds.), The Cambridge handbook of thinking and reasoning (pp. 37-72). Cambridge University Press.
Merenluoto, K., & Lehtinen, E. (2004). Number concept and conceptual change: Towards a systemic model of the processes of change. Learning and Instruction, 14(5), 519- 534.
Michelson, A. (1993). Drawing into film: Director's drawings. In The Pace Gallery 1993 exhibition catalogue. The Pace Gallery.
Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63, 81-97.
Miller, J. (1995). Trick or treat? The autobiography of the question. English Quarterly, 27(3), 22-26.
Mishra, P., & Koehler, M. J. (2006). Introducing technological pedagogical content knowledge. Paper presented at the annual meeting of the American Educational Research Association, New York City.
Mitchell, C., Theron, L., Smith, A., & Stuart, J. (2011). Picturing research: An introduction. In L. Theron, C. Mitchell, A. Smith, & J. Stuart (Eds.), Picturing research: Drawing as visual methodology (pp. 1-16). Sense Publishers.
Mitchell, C., de Lange, N., & Moletsane, R. (2011). Before the cameras roll: Drawing storyboards to address gendered poverty. In L. Theron, C. Mitchell, A. Smith, & J. Stuart (Eds.), Picturing research: Drawing as visual methodology (pp. 219-231). Sense Publishers.
Moran, S. (2010). Commitment and creativity: Transforming experience into art. In M. C. Connery, V. P. John-Steiner, & A. Marjanovic-Shane (Eds.), Vygotsky and creativity (pp. 141-160). Peter Lang.
Moss, J. (2008). After image. In J. Moss (Ed.), Researching education: Visually - Spatially - Digitally (pp. 229-242). Sense Publishers.
Mullins, P. (2009). Q & A with Patricia Mullins. Shine, 1(11) 49.
Murphy, G. L. (2000). The big book of concepts. MIT Press.
Nersessian, N. J. (1984). Faraday to Einstein: Constructing meaning in scientific theories. Kluwer Academic Publishers.
Nersessian, N. J. (2002). The cognitive basis of model-based reasoning in science. In P. Carruthers, S. Stich, & M. Siegal (Eds.), The cognitive basis of science (pp. 133-153). Cambridge University Press.
Nersessian, N. J. (2008). Creating scientific concepts. MIT Press.
Nersessian, N. J. (2012). Engineering concepts: The interplay between concept formation and modeling practices in bioengineering sciences. Mind, Culture, and Activity, 19(3), 222-239.
Newman, D., Griffin, P., & Cole. M. (1989). The construction zone: Working for cognitive change in school. Cambridge University Press.
Noffke, S., & Somekh, B. (2005). Action research. In B. Somekh, & C. Lewin (Eds.), Research methods in the social sciences (pp. 89-96). SAGE.
Norris, N., & Walker, R. (2005). Naturalistic inquiry. In B. Somekh, & C. Lewin (Eds.), Research methods in the social sciences (pp. 131-137). SAGE.
Oliver, A. L., & Ebers, M. (1998). Networking network studies: An analysis of conceptual configurations in the study of inter-organizational relationships. Organization studies, 19(4), 549-583.
Ortiz, J. A., & Wright, B. A. (2010). Differential rates of consolidation of conceptual and stimulus learning following training on an auditory skill. Experimental Brain Research, 201(3), 441-451. https://doi.org/10.1007/s00221-009-2053-5
Osbourne, R., & Freyberg, P. (1985). Learning in science: The implications of children's science. Heinemann.
Özdemir, G., & Clark, D. B. (2007). An overview of conceptual change theories. Eurasia Journal of Mathematics, Science and Technology Education, 3(4), 351-361. https://doi.org/10.12973/ejmste/75414
Paley, G. P. (2007). On listening to what the children say. Harvard Educational Review, 77(2), 152-163.
Papert, S. (1980). Constructionism vs. Instructionism. Speech delivered to an audience of educator’s in Japan [Web site]. http://www.papert.org/articles/const_inst/const_inst1.html
Papert, S. (1991). Perestroika and epistemological politics. In I. Harel, & S. Papert (Eds.), Constructionism (pp. 13-28). Ablex Publishing Corporation.
Papert, S. (1993). The children’s machine: Rethinking school in the age of the computer. Basic Books.
Patchen, T., & Smithenry, D. W. (2014). Diversifying instruction and shifting authority: a cultural historical activity theory (CHAT) analysis of classroom participant structures. Journal of Research in Science Teaching, 51(5), 606-634. https://doi.org/10.1002/tea.21140
Petrie, H. G. (1979). Metaphor and learning. In A. Ortony (Ed.), Metaphor and thought (pp. 438-469). Cambridge University Press.
Piaget, J., & Inhelder, B. (1969). The psychology of the child. Basic Books.
Pimm, D. (1981). Metaphor and analogy in mathematics. For the
Learning of Mathematics, 1(3), 47-50.
Poole, M. (1995). Beliefs and values in science education. Open University Press.
Prain, V., & Tytler, R. (2013). Representing and learning in science. In R. Tytler, V. Prain, P. Hubber, & B. Waldrip (Eds.), Constructing representations to learn in science (pp. 1-14). Sense Publishers.
Pratt, C., & Garton, A. F. (1993). Systems of representation in children. In C. Pratt, & A. F. Garton (Eds.), Systems of representation in children - Development and use (pp. 1-9). John Wiley & Sons.
Radzikhovskii, L. A. (1979). Osnovnie stadia nauchnogo tvorchesta L. S. Vygotskogo [Fundamental stages in Vygotsky’s scientific work, Dissertation]. Moscow State University.
Rapp, D. (2007). Mental models: Theoretical issues for visualizations in science education. In J. K. Gilbert (Ed.), Visualization in science education (pp. 43-60). Springer.
Resnick, M. (2007, June). All I really need to know (about creative thinking) I learned (by studying how children learn) in kindergarten. In Proceedings of the 6th ACM SIGCHI conference on creativity and cognition, June 13-15, Washington, DC. ACM (1-6). https://doi.org/10.1145/1254960.1254961
Reynolds, F. J., & Reeve, R. A. (2002). Gesture in collaborative mathematics problem-solving. The Journal of Mathematical Behavior, 20(4), 447-460.
Richardson, L., & St. Pierre, E. A. (2008). Writing: A method of inquiry. In N. K. Denzin, & Y. S. Lincoln (Eds.), Collecting and interpreting qualitative materials (3rd ed., pp. 473-500). SAGE.
Rieber, L. P. (1996). Animation as a distractor to learning. International Journal of Instructional Media, 23(1), 53-57.
Roediger, H. L., Capaldi, E. D., Paris, S. G., Polivy, J., & Herman, C. P. (1996). Psychology (4th ed.). West Publishing Company.
Rozenblit, L. R., & Keil, F. C. (2002). The misunderstood limits of folk science: An illusion of explanatory depth. Cognitive Science, 26(5), 521-562.
Rusk, N., Resnick, M., & Cooke, S. (2009). Origins and guiding principles of the computer clubhouse. In Y. B. Kafai, K. A. Peppler, & R. N. Chapman (Eds.), The computer clubhouse - Constructionism and creativity in youth communities (pp. 17-25). Teachers College, Columbia University.
Sannino, A. (2014). The emergence of transformative agency and double stimulation: Activity-based studies in the Vygotskian tradition. Learning, Culture and Social Interaction(0), 1-27.
Saye, J. W., & Brush, T. (2002). Scaffolding critical reasoning about history and social issues in multimedia-supported learning environments. Educational Technology Research and Development, 50(3), 77-96.
Schramm, W. (1971). Notes on case studies of instructional media projects. Stanford, CA: Institute for Communication Research, Stanford University. https://files.eric.ed.gov/fulltext/ED092145.pdf
Shepard, L., Hammerness, K., Darling-Hammond, L., & Rust, F. (2005). Assessment. In L. Darling-Hammond, & J. Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 275-326). Jossey-Bass.
Siegel, M. (1995). More than words: The generative power of transmediation for learning. Canadian Journal of Education, 20(4). 455-475.
Simon, H. A. (1974). How big is a chunk? Science, 183(4124),
Smagorinksy, P. (2001). If meaning is constructed, what’s it made from? Toward a cultural theory of reading. Review of Educational Research, 71(1), 133-169.
Smith, E. E. (1989). Three distinctions about concepts and categorization. Mind & Language, 4(1-2), 57-61. https://doi.org/10.1111/j.1468-0017.1989.tb00241.x
Smith, J. P., diSessa, A. A., & Roschelle, J. (1993). Misconceptions reconceived: A constructivist analysis of knowledge in transition. The Journal of the Learning Sciences, 3(2), 115-163.
Somekh, B., & Lewin, C. (Eds.). (2005). Research methods in the social sciences. SAGE.
Stake, R. E. (1995). The art of case study research. SAGE.
Steiff, J. (2005). The complete idiot's guide to independent filmmaking. Alpha Books.
Suhor, C. (1984). Towards a semiotics-based curriculum. Journal of Curriculum Studies, 16(3), 247-257.
Sullivan, G. (2005). Art practice as research: Inquiry in the visual arts. SAGE.
Sullivan, G. (2006). Research acts in arts practice. Studies in Art Education, 48(1), 19-35. https://doi.org/10.1080/00393541.2006.11650497
Sullivan, L. H. (1896). The tall office building artistically considered.
Lippincott’s Magazine, 57(March), 403-409. https://openlibrary.org/books/OL24600425M/The_tall_office_building_artistically_considered
Sutter, B. (2001). Instruction at heart: Activity-theoretical studies of learning and development in coronary clinical work [Doctoral dissertation]. Blekinge Institute of Technology. https://www.diva-portal.org/smash/get/diva2:838448/FULLTEXT01.pdf
Sweller, J. (1999). Instructional design in technical areas. ACER press.
Taba, H. (1962). Curriculum development - Theory and practice. Harcourt, Brace & World.
Thomas, M. D. (1977). Some explanatory concepts in regional science. Papers in Regional Science, 39(1), 7-23. https://doi.org/10.1111/j.1435-5597.1977.tb00997.x
Thompson, I. (2013). The mediation of learning in the zone of proximal development through a co-constructed writing activity. Research in the Teaching of English, 47(3), 247- 276.
Thorne, S. L. (2004). Cultural historical activity theory and the object of innovation. In K. van Esch, & O. St. John (Eds.), New insights into foreign language learning and teaching (pp. 51-70). Peter Lang.
Toulmin, S. (1972). Human understanding: An inquiry into the aims of science. Princeton University Press.
Treagust, D. F., Chittleborough, G. D., & Mamiala, L. T. (2002). Students' understanding of the role of scientific models in learning science. International Journal of Science Education, 24(4), 357-368.
Turkle, S., & Papert, S. (1991). Epistemological pluralism and the revaluation of the concrete. In I. Harel, & S. Papert (Eds.), Constructionism (pp. 161-192). Ablex Publishing Corporation.
Tversky, B., Heiser, J., Mackenzie, R., Lozano, S., & Morrison, J. (2008). Enriching animations. In R. Lowe, & W. Schnotz (Eds.), Learning with animation (pp. 263-285). Cambridge University Press.
Tytler, R., Hubber, P., Prain, V., & Waldrip, B. (2013). A representation construction approach. In R. Tytler, V. Prain, P. Hubber, & B. Waldrip (Eds.), Constructing representations to learn in science (pp. 31-50). Sense Publishers.
Vaille, J. A. (Ed.). (1998). Guidelines for the evaluation of instructional technology resources. Stanislaus County Office of Education.
Valsiner, J. (1988). Developmental psychology in the Soviet Union. Indiana University Press.
Veresov, N. (2013, November 28-29). Cultural-historical research methodology: What it is and how does it work? [Keynote address]. Deakin University Methodology Symposium, Melbourne, Australia.
Vincent, J. T. (2004). Computer mediated multimodal text production: Ten-year-olds crossing semiotic boundaries [Doctoral dissertation]. The University of Melbourne.
Virkkunen, J., & Ristimäki, P. (2012). Double stimulation in strategic concept formation: An activity-theoretical analysis of business planning in a small technology firm. Mind, Culture and Activity, 19(3), 273-286.
Vygotsky, L. (1962). Thought and language. MIT Press.
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Vygotsky, L. S. (1981). The instrumental method in psychology (J. Wertsch Trans.). In J. Wertsch (Ed.), The concept of activity in Soviet psychology (pp. 134-143). M. E. Sharpe.
Vygotsky, L. (1987). Collected works of L. S. Vygotsky, Vol. 1. R. W. Rieber, & A. S. Carton (Eds.), Plenum Press.
Vygotsky, L. S. (1998). Imagination and creativity in childhood. Soviet Psychology, 28(10) 84- 96.
Waldrip, B., & Prain, V. (2013). Teachers’ initial response to a representational focus. In R. Tytler, V. Prain, P. Hubber, & B. Waldrip (Eds.), Constructing representations to learn in science (pp. 15-30). Sense Publishers.
Weiner, B. (1991). Metaphors in motivation and attribution. American Psychologist, 46(9), 921-930.
Wells, G. (2007). Semiotic mediation, dialogue and the construction of knowledge. Human Development, 50(5), 244-274.
Wells, G. (2011). Integrating CHAT and action research. Mind, Culture, and Activity, 18(2), 161-180.
Wellman, H. M., & Gelman, S. A. (1992). Cognitive development: Foundational theories of core domains. Annual review of psychology, 43(1), 337-375.
Wertsch, J. V. (1991). Voices of the mind. Harvard University Press.
Wilensky, U. (1991). Abstract meditations on the concrete. In I. Harel, & S. Papert (Eds.), Constructionism (pp. 193-203). Ablex Publishing Corporation.
Wilson, J., & Johnson, P. (2000). Students thinking about their learning: Assessment to improve learning. Educational Research Quarterly, 24(2), 10-20.
Wiser, M., & Amin, T. (2001). “Is heat hot?” Inducing conceptual change by integrating everyday and scientific perspectives on thermal phenomena. Learning and Instruction, 11(4-5), 331-355.
Wiser, M., & Smith, C. L. (2008). Learning and teaching about matter in grades K-8: When should the atomic-molecular theory be introduced? In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 205-239). Routledge.
Wood, D. J., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(2), 89-100. https://doi.org/10.1111/j.1469-7610.1976.tb00381.x
Wright, S. (2010). Understanding creativity in early childhood. SAGE.
Wright, S. (2011). Meaning, mediation and mythology. In D. Faulkner, & E. Coates (Eds.), Exploring children’s creative narratives (pp. 157-176). Routledge.
Yin, R. K. (2009). Case study research: Design and methods (4th ed.). SAGE.
Yin, R. K. (2014). Case study research: Design and methods (5th ed.). SAGE.
Zif, J. (1983). Explanatory concepts of managerial strategic behavior in State-owned enterprises: a multinational study. Journal of International Business Studies,14(1), 35-46. https://doi.org/10.1057/palgrave.jibs.8490505
Zimmerman, C. (2007). The development of scientific thinking skills in elementary and middle school. Developmental Review, 27(2), 172-223. https://doi.org/10.1016/j.dr.2006.12.001
Zittoun, T., Gillespie, A., Cornish, F., & Psaltis, C. (2007). The metaphor of the triangle in theories of human development. Human Development, 50(4), 208-229. https://doi.org/10.1159/000103361
Zoss, M. (2010). Keeping ideas and language in play: Teaching, drawing, writing and aesthetics in a secondary literacy class. In M. C. Connery, V. P. John-Steiner, & A. Marjanovic-Shane (Eds.), Vygotsky and creativity (pp. 181-197). Peter Lang.