References
- Antonietti, A. (2001). Analogical discoveries. Identifying similarities to solve problems. Rome: Carocci editore.
- Attneave, F. (1974). How do you know? American Psychologist , 29, 493–499.
- Dunbar, K. (1999). Scientific creativity. In M. Runco & S. Pritzker (Eds.), Encyclopedia of creativity. Volume 1 (pp. 1379–1384). San Diego: Academic Press.
- Dunbar, K. N., & Fugelsang, J. A. (2005). Causal thinking in science: How scientists and students interpret the unexpected. In M. E. Gorman, R. D. Tweney, D. L. Gooding & A. R. Kincannon (Eds.), Scientific and technological thinking (pp. 57–79). Mahwah, N.J.: Erlbaum.
- Ghassib, H. B. (2010). Where does creativity fit into a productivist industrial model of knowledge production? Gifted and Talented International , 25 (1), 13–20.
- Heisenberg, W. (1975). Tradition in science. In O. Gingerich (Ed.), The nature of scientific discovery (pp. 219–236). Washington: Smithsonian Institution Press.
- Klahr, D., & Simon, H. A. (1999). Studies of scientific discovery: Complementary approaches and convergent findings. Psychological Bulletin , 125, 524–543.
- Kuhn, T. S. (1987). What are scientific revolutions? In L. Kruger, L. J. Daston, & M. Heidelberger (Eds.), The probabilistic revolution (Vol 1, pp. 7–22). Cambridge, MA: The MIT Press.
- Langley, P., Simon, H. A., Bradshaw, G. L., & Zytkow, J. M. (1987). Scientific discovery: Computational explorations of the creative processes. Cambridge, MA: MIT Press.
- Neber, H. (1997). Promoting the generation of usable knowledge. In J. H. M. Hamers & M. T. Overtoom (Eds.), Teaching thinking in Europe (pp. 255–260). Utrecht, NL: Sardes.
- Neber, H. (2008). Problemlösen (problem solving). InK. H. Arnold, U. Sandfuchs, & J. Wiechmann (Eds.) (2007). Handbuch Unterricht (handbook of instruction). Bad Heilbrunn, D: Klinkhardt.
- Neber, H. (2009). Entdeckendes Lernen (discovery learning). In D. H. Rost (Ed.), Handwörterbuch Pädagogische Psychologie (concise dictionary of educational psychology), fourth revised edition (in press). Weinheim/Germany: PVU.
- Neber, H., & Anton, M. A. (2008). Promoting pre-experimental activities in high-school chemistry: Focusing on the role of students’ epistemic questions. International Journal of Science Education , 30, 1801–1822.
- Rumelhart, D. E., & Norman, D. A. (1978). Accretion, tuning, and restructuring: three kinds of learning. In J.W. Cotton & R.L. Klatzky (Eds.). Semantic factors in cognition (pp. 55–67). Hillsdale, NJ: erlbaum.
- Simon, H. A. (1969). The sciences of the artificial. Boston, MA: MIT Press.
- Simon, H. A. (1973). The structure of ill-structured problems. Artificial Intelligence , 4, 181–201.
- Simonton, D. K. (2010). Little science to big science: Big scientists to little scientists? Gifted and Talented International , 25 (1), 25–28.