10 HISTORICAL PERSPECTIVES
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Downey, M. & Levstik, L. (1991). Teaching and learning history. In J. Shaver (Ed.), Handbook of research on social studies teaching and learning (pp. 400-410). New York: Macmillan Publishing Company.
Egan, K. (1982, March). Teaching history to young children. Phi Delta Kappan, 439-441.
Hallam, R.N. (1970). Piaget and thinking in history. In M. Ballard (Ed.), New movements in the study and teaching of history. Bloomington: Indiana University Press.
Hallam, R.N. (1979). Attempting to improve logical think-ing in school history. Research in Education, 21, 1-24.
Herget, D. (Ed.). (1989). The history and philosophy of science in science teaching. Proceedings of the first international conference (Vols. 1-2). Tallahassee, FL: Florida State University.
Hills, S. (Ed.). (1992). The history and philosophy of science in science education. Proceedings of the second international conference (Vols. 1-2). Kingston, Ontario: Queen's University.
Joyce, W., Little, T., & Wronski, S. (1991). Scope and sequence, goals, and objectives: Effects on social studies. In J. Shaver (Ed.), Handbook of research on social studies teaching and learning (pp. 321-331). New York: Macmillan Publishing Company.
Klopfer, L., & Cooley, W. (1963). Effectiveness of the history of science cases for high schools in the development of student understanding of science and scientists. Journal of Research in Science Teaching, 1, 35-47.
Lee, P.J. (1984). Historical imagination. In A.K. Dickinson, P.J. Lee, & P.J Rogers (Eds.), Learning history (pp. 85-117). London: Heinemann Educational Books.
Levstik, L. & Pappas, C. (1987). Exploring the development of historical understanding. Journal of Research and Development in Education, 21(1), 1-15.
Levstik, L. (1986). The relationship between historical response and narrative in a sixth-grade classroom. Theory and Research in Social Education, 16(1), 1-19.
Levstik, L. (1988). Historical narrative and the young reader. Theory into Practice, XXVIII(2), 114-119.
Matthews, M. (Ed.). (1991). History, philosophy, and science teaching. Selected readings. Toronto: OISE Press.
Shelmit, D. (1984). Beauty and the philosopher: Empathy in history and classroom. In A.K. Dickinson, P.J. Lee, & P.J. Rogers (Eds.), Learning history (pp. 39-84). London: Heinemann Educational Books.
Shortland, M., & Warwick, A. (Eds.). (1989). Teaching the history of science. Oxford: Basil, Blackwell.
Solomon, J. (1992). Images of physics: How students are influenced by social aspects of science. In R. Duit, F. Goldberg, & H. Niedderer (Eds.), Research in physics learning: Theoretical issues and empirical studies (pp. 141-154). Kiel, Germany: Institute for Science Education at the University of Kiel.
Solomon, J., Duveen, J., Scot, L., & McCarthy, S. (1992). Teaching about the nature of science through history: Action research in the classroom. Journal of Research in Science Teaching, 29, 409-421.
Welch, W. (1973). Review of the research and evaluation program of Harvard Project Physics. Journal of Research in Science Teaching, 10, 365-378.
Welch, W., & Walberg, H. (1968). A design for curriculum evaluation. Science Education, 52, 10-16.
Welch, W., & Walberg, H. (1972). A national experiment in curriculum evaluation. American Educational Research Journal, 9, 373-383.