Eurasia Journal of Mathematics, Science and Technology Education

• Adler, M., & Flihan, S. (1997). The interdisciplinary continuum: Reconciling theory, research, and practice (Report Series No. 2.36). Albany, NY: Center on English Learning and Achievement.
• Al-Balushi, S. M. (2009). Factors Influencing Pre-Service Science Teachers' Imagination at the Microscopic Level in Chemistry. International Journal of Science and Mathematics Education, 7(6), 1089-1110.
• Berglung, K. (1997). Look-it's a comet. Science and Children, 35(1), 33-37.
• Bucat, B., & Mocerino, M. (2009). Learning at the sub-micro level: Structural representations. In J. Gilbert & D. F. Treagust (Eds.), Multiple Representations in Chemical Education, Models and Modeling in Science Education (Vol. 4, pp. 11-30): Springer.
• Chandrasegaran, A., Treagust, D. F., & Mocerino, M. (2009). Emphasizing multiple levels of representation to enhance students' understandings of the change occurring during chemical reactions. Journal of Chemical Education, 86(12), 1433-1436.
• Cheng, M., & Gilbert, J. (2009). Towards a better utilization of diagrams in research into the use of representative levels in chemical education. In J. Gilbert & D. F. Treagust (Eds.), Multiple Representations in Chemical Education, Models and Modeling in Science Education (Vol. 4, pp. 55-73): Springer Science+Business Media.
• Correia, P., & Torres, B. (2007). Using denatured egg white as a macroscopic model for teaching protein structure and introducing protein sysnthesis for high school students. Journal of Chemical Education, 84(12), 1941-1944.
• Davidowitz, B., & Chittleborough, G. (2009). Linking the macroscopic and sub-microscopic levels: Diagrams. In J. Gilbert & D. F. Treagust (Eds.), Multiple Representation in Chemical Education (Vol. 4, pp. 169-191). Dordrecht, The Netherlands Springer.
• Gabel, D. L. (1993). Use of the particulate nature of matter in developing conceptual understanding. Journal of Chemical Education, 70(3), 193-194.
• Galyean, B. (1983). Guided imagery in the curriculum. Educational Leadership, 40(6), 54-58.
• Galyean, B. (1985). Guided imagery in education. In A. A. Sheikh & K. S. Sheikh (Eds.), Imagery in Education. Farmingdale, NY: Baywood Publishing Company.
• Gilbert, J. (2008). Visualization: An emergent field of practice and enquiry in science education. In J. Gilbert, M. Reiner & M. Nakhleh (Eds.), Visualization: Theory and Practice in Science Education (pp. pp. 3-24). Dordrecht: Springer.
• Halakova, Z., & Proksa, M. (2007). Two kinds of conceptual problems in chemistry teaching. Journal of Chemical Education, 84(1), 172-174.
• Johnstone, A. H. (1993). The development of chemistry teaching. Journal of Chemical Education, 70(9), 701-705.
• Kozma, R., & Russell, J. (2005). Students Becoming Chemists: Developing Representationl Competence. In J. K. Gilbert (Ed.), Visualization in Science Education (pp. 121-146). The Netherlands: Springer.
• Myrick, R., & Myrick, L. (1993). Guided imagery: From mystical to practical. Elementary School Guidance & Counseling, 28(1), 62-70.
• Nakhleh, M. B., & Samarapungavan, A. (1999). Elementary school children's beliefs about matter. Journal of Research in Science Teaching, 36(7), 777-805.
• Tan, K., Goh, N., Chin, C., & Treagust, D. F. (2009). Linking the macroscopic, sub-microscopic and symbolic levels: The case of inorganic qualitative analysis. In J. Gilbert & D. F. Treagust (Eds.), Multiple Representations in Chemical Education, Models and Modeling in Science Education (Vol. 4, pp. 137-150): Springer Science+Business Media.
• Tien, L., Teichert, M., & Rickey, D. (2007). Effectiveness of a MORE laboratory module in prompting students to revise their molecular-level ideas about solutions. Journal of Chemical Education, 84(1), 175-181.
• Treagust, D. F., & Chandrasegaran, A. (2009). The efficacy of an alternative instructional programme designed to enhance secondary students’ competence in the triplet relationship. In J. Gilbert & D. F. Treagust (Eds.), Multiple Representations in Chemical Education, Models and Modeling in Science Education (Vol. 4, pp. 151-168): Springer Science+Business Media.
• Treagust, D. F., Chittleborough, G. D., & Mamiala, T. L. (2003). The role of submicroscopic and symbolic representations in chemical explanations. International Journal of Science Education, 25(11), 1353-1368.
• Tsaparlis, G. (2009). Learning at the macro level: The role of practical work. In J. Gilbert & D. F. Treagust (Eds.), Multiple Representations in Chemical Education, Models and Modeling in Science Education (Vol. 4, pp. 109-135): Springer Science+Business Media B.V.
• Van Berkel, B., Pilot, A., & Bulte, M. (2009). Micro–macro thinking in chemical education: Why and how to escape. In D. F. Treagust & J. Gilbert (Eds.), Multiple Representations in Chemical Education, Models and Modeling in Science Education (Vol. 4, pp. 31-54): Springer Science+Business Media B.V.
• Wheatley, W. J., Maddox, E. N., & Anthony, W. P. (2001). Enhancing guided mental imagery scripts utilized in the classroom. Education, 110(1), 33-39.

APA

Al-Balushi, S. M. (2013). The Effect of Different Textual Narrations on Students’ Explanations at the Submicroscopic Level in Chemistry. Eurasia Journal of Mathematics, Science and Technology Education, 9(1), 3-10. https://doi.org/10.12973/eurasia.2013.911a

Vancouver

Al-Balushi SM. The Effect of Different Textual Narrations on Students’ Explanations at the Submicroscopic Level in Chemistry. EURASIA J Math Sci Tech Ed. 2013;9(1):3-10. https://doi.org/10.12973/eurasia.2013.911a

AMA

Al-Balushi SM. The Effect of Different Textual Narrations on Students’ Explanations at the Submicroscopic Level in Chemistry. EURASIA J Math Sci Tech Ed. 2013;9(1), 3-10. https://doi.org/10.12973/eurasia.2013.911a

Chicago

Al-Balushi, Sulaiman M.. "The Effect of Different Textual Narrations on Students’ Explanations at the Submicroscopic Level in Chemistry". Eurasia Journal of Mathematics, Science and Technology Education 2013 9 no. 1 (2013): 3-10. https://doi.org/10.12973/eurasia.2013.911a

Harvard

Al-Balushi, S. M. (2013). The Effect of Different Textual Narrations on Students’ Explanations at the Submicroscopic Level in Chemistry. Eurasia Journal of Mathematics, Science and Technology Education, 9(1), pp. 3-10. https://doi.org/10.12973/eurasia.2013.911a

MLA

Al-Balushi, Sulaiman M. "The Effect of Different Textual Narrations on Students’ Explanations at the Submicroscopic Level in Chemistry". Eurasia Journal of Mathematics, Science and Technology Education, vol. 9, no. 1, 2013, pp. 3-10. https://doi.org/10.12973/eurasia.2013.911a