Simon, 1995

Simon, M. A. (1995). Reconstructing mathematics pedagogy from a constructivist perspective. Journal for Research in Mathematics Education, 26, 114–145.

Rogers, 1986

Rogers, R. D. (1986). A need for discussion of observation and explanation in geology courses. Journal of Geoscience Education, 34, 114–120.

Miles & Huberman, 1994

Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage.

McNeill, 1992

McNeill, D. (1992). Hand and mind: What gestures reveal about thought. Chicago: The University of Chicago Press.

Schweizer, 1999

Schweizer, M. L. (1999). The effect of content, style, and color of picture prompts on narrative writing: An analysis of fifth and eighth grade students' writing. Unpublished doctoral dissertation, Virginia Polytechnic Institute and State University.

Pink, 2001

Pink, S. (2001). Doing visual ethnography: Images, media and representation in research. London: Sage.

Kress, Jewitt, Ogborn, & Tsatsarelis, 2001

Kress, G., Jewitt, C., Ogborn, J., & Tsatsarelis, C. (2001). Multimodal teaching and learning: The rhetorics of the science classroom. London, UK: Continuum.

Goldin-Meadow, 2000

Goldin-Meadow, S. (2000). Beyond words: The importance of gesture to researchers and learners. Child Development, 71, 231–239.

McNeill, 1985

McNeill, D. (1985). So you think gestures are non-verbal? Psychological Review, 92, 350–371.

Chadwick,1976

Chadwick, P. K. (1976). Visual illusions in geology. Nature, 260, 397–401.

Manduca, Mogk, & Stillings, 2004

Manduca, C., Mogk, D., & Stillings, N. (2004). Bringing research on learning to the geosciences: Report from a workshop sponsored by the National Science Foundation and the Johnson Foundation. Accessed on December 5, 2006 from http://serc.carleton.edu/files/research_on_learning/ROL0304_2004.pdf

Chadwick, 1975

Chadwick, P. K. (1975). A psychological analysis of observation in geology. Nature, 256, 570–573.

Flewitt, 2006

Flewitt, R. (2006). Using video to investigate preschool classroom interaction:education research assumptions and methodological practices. Visual Communication, 5, 25–50.

Rasmussen, Stephan, & Allen, 2004

Rasmussen, C., Stephan, M., & Allen, K. (2004). Classroom mathematical practices and gesturing. Journal of Mathematical Behavior, 23, 301–323.

Rhoads & Thorn, 1996

Rhoads, B. L., & Thorn, C. E. (1996). Observation in geomorphology. In B. L. Rhoads & C. E. Thorn (Eds.), The scientific nature of geomorphology: Proceedings of the 27th Binghamton symposium in geomorphology held 27–29 September 1996 (pp. 21–56). Chichester, UK: John Wiley & Sons.

Schwartz, Bransford, & Sears, 2005

Schwartz, D. L., Bransford, J. D., & Sears, D. (2005). Efficiency and innovation in transfer. In J. P. Mestre (Ed.), Transfer of learning from a modern multidisciplinary perspective (pp. 1–51). Greenwich, CT: Information Age.

Clark & Linn, 2003

Clark, D., & Linn, M. C. (2003). Designing for knowledge integration: The impact of instructional time. The Journal of the Learning Sciences, 12, 451–493.

Fodor, 1984

Fodor, J. (1984). Observation reconsidered. Philosophy of Science, 51, 23–43.

Mathewson, 2005

Mathewson, J. H. (2005). The visual core of science: Definition and applications to education. International Journal of Science Education, 15, 529–548.

Ullman, 1996

Ullman, S. (1996). High-level vision: Object recognition and visual cognition. Cambridge, MA: The MIT Press.

Trumbo, 2006

Trumbo, J. (2006). Making science visible: Visual literacy in science communication. In L. Pauwels (Ed.), Visual cultures of science: Rethinking representational practices in knowledge building and science communication (pp. 266–283). Hanover, NH: Darmouth College Press.

Pauwels, 2006

Pauwels, L. (2006). A theoretical framework for assessing visual representational practices in knowledge building and science communications. In L. Pauwels (Ed.), Visual cultures of science: Rethinking representational practices in knowledge building and science communication (pp. 1–25). Hanover, NH: Dartmouth College Press.

Lynch, 2006

Lynch, M. (2006). The production of scientific images: Vision and re-vision in the history, philosophy, and sociology of science. In L. Pauwels (Ed.), Visual cultures of science: Rethinking representational practices in knowledge building and science communication (pp. 26–40). Hanover, NH: Dartmouth College Press.

Bucchi, 2006

Bucchi, M. (2006). Images of science in the classroom: Wall charts and science education, 1850–1920. In L. Pauwels (Ed.), Visual cultures of science: Rethinking representational practices in knowledge building and science communication (pp. 90–119). Hanover, NH: Dartmouth College Press.

Sigel 1978

Sigel, I. E. (1978). The development of pictorial comprehension. In B. S. Randhawa & W. E. Coffman (Eds.), Visual learning, thinking, and communication (pp. 93–111). New York: Academic Press.

Shapere, 1982

Shapere, D. (1982). The concept of sbservation in science and philosophy. Philosophy of Science, 49, 485 – 525.

Randhawa, 1978

Randhawa, B. S. (1978). Visual trinity: An overview. In B. S. Randhawa & W. E. Coffman (Eds.), Visual learning, thinking, and communication (pp. 191–211). New York: Academic Press.

Schoenfeld, 1999

Schoenfeld, A. H. (1999). Looking towards the 21st century: Challenges of educational theory and practice. Educational Researcher, 28(7), 4–14.

Brown, 1994

Brown, A L. (1994). The advancement of learning. Educational Researcher, 23(8), 4–12.