Wang H A,Cox-Petersen A M. Science & Education,2002(1):69-81
[2]
孟献华,倪娟. 化学教育,2016,37(1):74-81
[3]
Fauvel J. History in Mathematics Education. New York:Kluwer Academic Publishers,2002:143
[4]
皮亚杰, 加西亚·R.心理发生和科学史. 姜志辉,译. 上海:华东师范大学出版社,2005:1
[5]
凯德洛夫·B M. 化学元素概念的演变. 陈益升,等译. 北京:科学出版社,1985:245-246
[6]
Kauffman G B. Interchange,1989(2):81-84
[7]
Kline M. Mathematics Teacher,1958(6):418-427
[8]
弗伦奇·A P. 大学物理,1985(2):36-45
[9]
Phillips S,Strozak S. Chemistry Concepts and Application. McGraw-Hill Companies, Inc. 2005:120
[10]
姜鹏, 郑长龙, 袁绪富. 化学教育,2008,29(9):77-78
[11]
孟献华. 科学与传承:基于学科史的化学教学. 北京:科学出版社,2015:91-95
[12]
Schubring G. Confiicts between Generalization, Rigor, and Intuition:Number Concepts underlying the Development of Analysis in 17-19th Century France and Germany//Sources and Studies in the History of Mathematics and Physical Sciences. New York:Springer,2005:2
[13]
Wandersee J. Journal of Research in Science Teaching,1986(7):581-597
[14]
Perez J H. Journal of Chemical Education,1987(7):616-618
[15]
Joseph S Krajcik. 中小学科学教学——基于项目的方法与策略. 王磊,等译. 北京:高等教育出版社, 2004:74-106