Alameh, S., Abd-El-Khalick, F., & Brown, D. (2023). The Nature of Scientific Explanation: Examining the perceptions of the nature, quality, and “goodness” of explanation among college students, science teachers, and scientists. Journal of Research in Science Teaching, 60(1), 100–135. https://doi.org/10.1002/tea.21792
Bretz, S. L. (2019). Evidence for the Importance of Laboratory Courses. Journal of Chemical Education, 96(2), 193–195. https://doi.org/10.1021/acs.jchemed.8b00874
Freire, P. (1970). Pedagogy of the Oppressed. Continuum.
Nicklow, J. W., Marikunte, S. S., & Chevalier, L. R. (2007). Balancing Pedagogical and Professional Practice Skills in the Training of Graduate Teaching Assistants. Journal of Professional Issues in Engineering Education and Practice, 133(2), 89–93. https://doi.org/10.1061/(ASCE)1052-3928(2007)133:2(89)
The Association for Undergraduate Education at Research Universities. (2022). The Equity/Excellence Imperative: A 2030 Blueprint for Undergraduate Education at U.S. Research Universities. UERU. https://doi.org/10.37514/CUS-B.2022.1503
Wenger, E. (1998). Communities of Practice Learning: Meaning, and Identity. Cambridge University Press.