Taber, K. S. (2011). Constructivism as educational theory: Contingency in learning, and optimally guided instruction. In J. Hassaskhah (Ed.), Educational Theory (pp. 39-61). New York: Nova. From https://camtools.cam.ac.uk/wiki/eclipse/Constructivism.html.
Hartelt, T. & Martens, H. (2024). Influence of self-assessment and conditional metaconceptual knowledge on students' self-regulation of intuitive and scientific conceptions of evolution. Journal of Research in Science Teaching, 61(5), 1134–1180. https://doi.org/10.1002/tea.21938
Hartelt, T. & Martens, H. (2025). How accurate are students in self-assessing their conceptions of evolution? Science Education. Advance Online Publication. https://doi.org/10.1002/sce.21945
Hartelt, T. & Martens, H. (2025). Promoting metacognitive awareness and self-regulation of intuitive thinking in evolution education. The American Biology Teacher, 87(2), 113–119. https://doi.org/10.1525/abt.2025.87.2.113