cited in the PhD dissertation of Craig Rusbult
(and in some pages of this website)

Bauer, Henry: 1992.  Scientific Literacy and the Myth of the Scientific Method.  Urbana and Chicago: University of Illinois Press.

Bereiter, Carl, & Marlene Scardamalia: 1989.  Intentional Learning as a Goal of Instruction.  In Knowing, Learning, and Instruction, edited by L. Resnick.  Hillsdale, New Jersey: Lawrence Erlbaum Associates.

Bloor, David: 1976.  Knowledge and Social Imagery.  1st ed.  London: Routledge.

Bloor, David: 1991.  Knowledge and Social Imagery.  2nd ed.  Chicago: University of Chicago Press.

Borg, Walter R., & Meredith Damien Gall: 1989.  Educational Research: An Introduction. 5th ed.  New York: Longman.

Brush, Stephen: 1974.  "Should the History of Science Be Rated EKS?"  (EKS = X)  Science 18, 1164-1172.

Cohen, I. Bernard: 1985.  Revolution in Science.  Cambridge, MA: Harvard University Press.

Darden, Lindley: 1991.  Theory Change in Science: Strategies from Mendelian Genetics.  New York: Oxford University Press.

Duhem, Pierre: 1906.  The Aim and Structure of Physical Theory.  Princeton, NJ: Princeton University Press.

Festinger, Leon: 1957.  A Theory of Cognitive Dissonance.  Stanford, CA: Stanford University Press.

Feyerabend, Paul: 1975.  Against Method.  London: New Left Books.

Finkel, Elizabeth: 1993.  "The construction of science in a high school genetics class."  Unpublished doctoral dissertation, University of Wisconsin-Madison.

Fodor, J.: 1986.  Banish disContent.  In Language, Mind and Logic, edited by J. Butterfield.  Cambridge: Cambridge University Press.

Forster, Malcolm, & Elliott Sober: 1994.  "How to Tell When Simpler, More Unified, or less "Ad Hoc" Theories Will Provide More Accurate Predictions."  British Journal of Philosophy of Science 45, 1-35.

Giere, Ronald: 1991.  Understanding Scientific Reasoning. 3rd ed.  San Diego, CA: Harcourt Brace & Jovanovich.

Giere, Ronald: 1988.  Explaining Science: A Cognitive Approach.  Chicago: The University of Chicago Press.

Grinnell, Frederick: 1992.  The Scientific Attitude. 2nd ed.  New York: Guilford Press.

Haig, Brian D.: 1987.  Scientific Problems and the Conduct of Research.  Educational Philosophy and Theory 19, 22-32.

Hanson, N. R.: 1958.  Patterns of Discovery.  Cambridge: Cambridge University Press.

Hewson, Peter: 1981.  "A Conceptual Change Approach to Learning Science."  European Journal of Science Education 3, 383-396.

Hodson, Derek: 1986.  Philosophy of Science and Science Education.  Journal of Philosophy of Education 20, 215-225.

Hull, David L.: 1988.  Science as a Process: An Evolutionary Account of the Social and Conceptual Development of Science.  Chicago: The University of Chicago Press.

Kuhn, Thomas: 1962.  The Structure of Scientific Revolutions.  Chicago: University of Chicago Press.

Lakatos, Imre: 1970.  "Falsification and the Methodology of Scientific Research Programs."  In Criticism and the Growth of Knowledge, edited by I. Lakatos & A. Musgrave.  Cambridge: Cambridge University Press.

Latour, Bruno: 1986.  Laboratory Life: The construction of scientific facts.  2nd ed.  Princeton, NJ.  : Princeton University Press.

Latour, Bruno, & Steve Woolgar: 1979.  Laboratory Life: The construction of scientific facts. 1st ed.  Princeton, NJ: Princeton University Press.

Laudan, Larry: 1977.  Progress and its Problems: Toward a Theory of Scientific Growth.  Berkeley: California Press.

Laudan, Larry: 1984.  Science and Values.  Berkeley: University of California Press.

Laudan, Larry: 1990.  Science and Relativism: Some Key Controversies in the Philosophy of Science.  Chicago: University of Chicago Press.

Leplin, Jarrett: 1984.  Introduction.  In Scientific Realism, edited by J. Leplin.  Berkeley: University of California Press.

Marzano, R. J., R. S. Brandt, C. S. Hughes, B. F. Jones, B. Z. Presseisen, S. C. Rankin, & C. Suhor: 1988.  Dimensions for Thinking: a Framework for Curriculum and Instruction.  Alexandria, Virginia: Association for Supervision & Curriculum Development.

Matthews, Michael: 1994.  Science Teaching: The Role of History and Philosophy of Science.  New York: Routledge.

Nickles, Thomas: 1981.  "What is a problem that we might solve It?"  Synthese 47, 85-118.

O'Hear, Anthony: 1989.  An Introduction to the Philosophy of Science.  Oxford: Clarendon Press.

Perkins, David, & Gavriel Salomon: 1988.  "Teaching for Transfer."  Educational Leadership 46, 22-32.

Perkins, David N.: 1984.  "Creativity by Design."  Educational Leadership 42, 18-25.

Peterson, Nils, & John Jungck: 1988.  "Problem-Posing, Problem-Solving and Persuasion in Biology Education."  Academic Computing, 14-17, 48-50.

Polanyi, Michael: 1962.  The Republic of Science: Its Political and Economic Theory.  Minerva 1,  54-73.

Popper, K. R.: 1963.  Conjectures and Refutations.  London: Routledge Kegan Paul.

Quine, W.V.O.: 1953.  From a Logical Point of View.  New York: Harper & Row.

Rosser, Sue: 1989.  "Feminist Scholarship in the Sciences: Where Are We Now and When Can We Expect a Theoretical Breakthrough?"  In Feminism and Science, edited by N. Tuana.  Bloomington: Indiana University Press.

Rusbult, Craig F.: 1989.  Physics: Tools for Problem Solving.  unpublished manuscript.

Rusbult, Craig F.: 1997.  "A Model of 'Integrated Scientific Method' and its Application for the Analysis of Instruction."  Unpublished doctoral dissertation, University of Wisconsin-Madison.

Shapere, Dudley: 1982.  "The Concept of Observation in Science and Philosophy."  Philosophy of Science 59, 485-525.

Siegel, Harvey: 1989.  "The Rationality of Science, Critical Thinking and Science Education."  Synthese 80, 9-42.

Slezak, Peter: 1994.  "Sociology of Scientific Knowledge and Scientific Education"; and "Sociology of Scientific Knowledge and Science Education, Part 2: Laboratory Life Under the Microscope."  Science & Education 3, 265-294 and 329-355 (for Parts I and II).

Sober, Elliott: 1991.  Core Questions in Philosophy: A Text With Readings.  New York: Macmillan.

Stewart, James, & Robert Hafner: 1991.  "Extending the Conception of 'problem' in problem-solving research."  Science Education 75, 105-120.

Strike, Kenneth: 1987.  "Towards a Coherent Constructivism."  Paper read at Proceedings of the Second International Seminar: Misconceptions and Educational Strategies in Science and Mathematics, at Ithaca, NY.

Toulmin, Stephen: 1972.  Human Understanding. Vol. 1.  Princeton: Princeton University Press.

van Fraassen, Baas: 1980.  The Scientific Image.  Oxford: Oxford University Press.

Wallace, Robert A., Jack L. King, & Gerald P. Sanders: 1986. Biology: The Science of Life. 2nd ed.  Glenview, IL: Scott, Foresman.

Watson, James D., & Francis H. C. Crick: 1953.  "A Structure for Deoxyribose Nucleic Acid."  Nature, 737-738.

Wheatley, G. H.: 1991.  "Constructivist Perspectives on Science and Mathematics Learning."  Science Education 75, 9-22.

Wimsatt, W. C.: 1981.  "Robustness, reliability and overdetermination."  In Scientific Inquiry and the Social Sciences, edited by M. Brewer & B. Collins.  San Francisco: Jossey-Bass.

If you like this page, you may also like the following related pages:

• a sitemap for Thinking Skills in Education:
Scientific Method, Problem Solving, and Design Method

A Grand Tour of Learning, Teaching, Thinking
This is an overview of my ideas about education,
with tips for "what to do next" after reading
each of three introductory pages:

Motivations (and strategies) for Learning
goal-directed personal motives for learning;  teamwork;
how a friend learned to weld, and how I didn't learn to ski

Aesop's Activities for Goal-Directed Education
a creative coordinating of goals and activities will
help students gain experience and learn from it

An Introduction to Design Method
how to design a product, strategy, or theory
(this includes almost everything we do in life!)

The area of THINKING SKILLS has sub-areas of
Productive Thinking (Skills & Methods)
Creative Thinking in Education
Critical Thinking in Education


 This page, written by Craig Rusbult, is