Sandoval, W.A. (2005). Understanding students’ practical epistemologies and their influence on learning through inquiry. Science Education, 89, 634-656.
Sandoval, W.A., and Reiser, B.J. (2004). Explanation-driven inquiry: Integrating conceptual and epistemic scaffolds for scientific inquiry. Science Education, 88, 345-372.
Schauble, L., Glaser, R., Duschl, R., Schulze, S., and John, J. (1995). Students’ understanding of the objectives and procedures of experimentation in the science classroom. Journal of the Learning Sciences, 4(2), 131-166.
Schwarz, C., and White, B.Y. (2005). Metamodeling knowledge: Developing students’ understanding of scientific modeling. Cognition and Instruction, 23(2), 165-205.
Smith, C.L., Maclin, D., Houghton, C., and Hennessey, M.G. (2000). Sixth-grade students’ epistemologies of science: The impact of school science experiences on epistemological development. Cognition and Instruction, 18(3), 285-316.
Smith, C., and Wenk, L. (in press). Relations among three aspects of first-year college students’ epistemologies of science. Journal of Research in Science Teaching.
Sodian, B., and Wimmer, H. (1987). Children’s understanding of inference as a source of knowledge. Child Development, 58, 424-433.
Solomon, M. (2001). Social empiricism. Cambridge, MA: MIT Press/Bradford Books.
Songer, N.B., and Linn, M.C. (1991). How do students’ views of the scientific enterprise influence knowledge integration? Journal of Research in Science Teaching, 28(9), 761-784.
Taylor, M., Cartwright, B., and Bowden, T. (1991). Perspective-taking and theory of mind: Do children predict interpretive diversity as a function of differences in observer’s knowledge? Child Development, 62, 1334-1351.
Toth, E.E., Klahr, D., and Chen, Z. (2000). Bridging research and practice: A cognitively-based classroom intervention for teaching experimentation skills to elementary school children. Cognition and Instruction, 18(4), 423-459.
Toth, E., Suthers, D., and Lesgold, A. (2002). Mapping to know: The effects of evidence maps and reflective assessment on scientific inquiry skills. Science Education, 86(2), 264-286.