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The following HTML text is provided to enhance online readability. Many aspects of typography translate only awkwardly to HTML. Please use the page image as the authoritative form to ensure accuracy. 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.
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