Bibliography of research relating to the theoretical foundations of the FOSS program

American Association for the Advancement of Science (AAAS), Project 2061 (2001).  Atlas of Science Literacy. Washington, DC:  AAAS and NSTA.

American Association for the Advancement of Science (AAAS), Project 2061 (1993).  Benchmarks for Science Literacy.  New York:  Oxford University Press.

Bassok and Holyoak (1989).  Transfer of domain-specific problem solving procedures.  Journal of Experimental Psychology: Learning, Memory, and Cognition, 16, 522–533. 

Chase, W.G. and Simon, H.A. (1973).  Perception in chess.  Cognitive Psychology, 1, 33–81.

Chi, M.T.H., Feltovich, P.J., and Glaser, R. (1981).  Categorization and representation of physics problems by experts and novices.  Cognitive Science, 5, 121–152.

Chi, M.T.H.,  Glaser, R., and Rees, E. (1982).  Expertise in problem-solving.  In R.J. Sternberg (Ed.), Advances in the Psychology of Human Intelligence (Volume 1).  Hillsdale, NJ: Erlbaum.

Larkin, J., McDermott, J., Simon, D.P., and Simon, H.A. (1980).  Expert and novice performance in solving physics problems.  Science 208, 1335–1342.

Lave, J. (1988).  Cognition in Practice.  Cambridge, England:  Cambridge University Press.

Lowery, (1998).  Research into Practice:  FOSS Institute, 1998.  Pre-NSTA conference seminar, Las Vegas, NV.

*National Research Council (1996).  National Science Education Standards.  Washington, DC: National Academy Press.

*National Research Council (2000).  How people learn: Brain, mind, experience, and school.  Committee on Developments in the Science of Learning.  J.D. Bransford, A.L. Brown, and R.R. Cocking (Eds.).  Commission on Behavioral and Social Sciences and Education.  Washington, DC: National Academy Press.

National Research Council (2001).  Knowing What Students Know:  The Science and Design of Educational Assessment.  J.W. Pellegrino, N. Chudowsky, and R. Glaser (Eds.), Committee on the Foundations of Assessment.  Washington, DC: National Academy Press. 

Olson, D.R. (1996).  The World on Paper: The Conceptual and Cognitive Implications of Writing and Reading.  Cambridge, MA: Cambridge University Press.

Palinscar, A.S. and Brown, A.L. (1984).  Reciprocal teaching of comprehension-fostering and comprehension monitoring activities.  Cognition and Instruction, 1, 117–175.

Smith, J.P., di Sessa, A.A., and Roschelle, J. (1993).  Misconceptions reconceived:  A constructivist analysis of knowledge in transition.  Journal of Learning Sciences, 3 (2), 115–163.

Wertsch, J.V. (1998).  Minds as Action.  New York: Oxford University Press.

White, B.Y. and Fredericksen, J. R. (1998).  Inquiry, modeling, and metacognition:  Making science accessible to all students.  Cognition and Instruction, 16 (1), 3–118.