[1] [1] Amabile, T. M. (1983). The social psychology of creativity. New York, NY: Springer-Verlag.
[2] Adams, L. J. (1988). The care and feeding of ideas. London: Penguin.
[3] Adey, P., & Shayer, P. (1994). Really raising standards: Cognitive intervention and academic achievement. London: Routledge.
[4] Barker, S. F. (1964). The philosophy of mathematics. New Jersey: Prentice-Hall.
[5] Bohm, D. (1998). On creativity. London: Routledge.
[6] Bohm, D. and Peat, F. D. (2000). Science, order, and creativity (Second ed.) (first published in 1987). London: Routledge.
[7] Bruner, J. (1974). Beyond the information given. London: Allen and Unwin.
[8] Boden, M. A. (1994a). Introduction to dimensions of creativity (M. A. Boden, Ed.). London: MIT.
[9] Boden, M. A. (1994b).What is creativity. In M. A. Boden (Ed.), Dimensions of creativity. London: MIT.
[10] Boden, M. A. (2001). Creativity and knowledge. In A. Craft, B Jeffrey and M. Leibling (Eds.), Creativity in education. London: Continuum.
[11] Brinkmann, A., & Sriraman, B. (2009). Aesthetics and creativity: an exploration of the relationships. In B. Sriraman and S. Goodchild (Eds.), Relatively and philosophically ernest: festschrift in honor of paul ernest’s 65th birthday. Charlotte, NC: Information Age Publishing.
[12] Carson, R., & Rowlands, S. (2005). Mechanics as the logical point of entry for the enculturation into scientific thinking. Science & Education, 14, 473-492. doi:10.1007/s11191-004-1791-9
[13] Cassirer, E. (1962). An essay on man: An introduction to a philosophy of human culture (first published in 1944). New Haven: Yale University Press.
[14] Chalmers, A. (1982). What is this thing called science? （2rd ed.）. Milton Keynes:The Open University Press.
[15] Craft, A. (2001a). Little c creativity. In A. Craft, B Jeffrey and M. Leibling (Eds.), Creativity in education. London: Continuum.
[16] Craft, A. (2001b). An analysis of research and literature on creativity in education. Report Prepared for the Qualifications and Curriculum Authority. http://www.ncaction.org.uk/creativity/creativity_report.pdf
[17] Craft, A. (2003). The limits to creativity in education: Dilemmas for the educator. British Journal of Educational Studies, 51, 113-127. doi:10.1111/1467-8527.t01-1-00229
[18] Cropley, A. J. (1971). Creativity. London: Longman Education Today Series.
[19] Diakidoy, I. N., & Kanari, E. (1999). Student teachers beliefs about creativity. British Educational Research Journal, 25, 225-243. doi:10.1080/0141192990250206
[20] Dunbar, K. (1997). How scientists think: on-line creativity and conceptual change in science. In T. B. Ward, S. M. Smith and J. Vaid (Eds.), Creative thought: An investigation of conceptual structures and processes. Washington DC: American Psychological Association. doi:10.1037/10227-017
[21] Gardner, H. (1994). The creators patterns. In M. A. Boden (Eds.), Dimensions of creativity. London: MIT.
[22] Gibson, H. (2005). What creativity isn’t: the presumptions of instrumental and individual justifications for creativity in education. British Journal of Educational Studies, 53, 148-167. doi:10.1111/j.1467-8527.2005.00288.x
[23] Gombrich, E. H. (1960). Art and illusion. London: Phaidon.
[24] Haigh, M. (2003). Fostering creativity through science education: A case for investigative practical work. Paper presented at the British
[25] Educational Research Association 2003 conference. Edinburgh: Heriot-Watt University, 11-13 September 2003.
[26] Hennessey, B. A., & Amabile, T. M. (1988). The conditions of creativity, In R. J. Sternberg (Eds.), The nature of creativity: contemporary psychological perspectives. Cambridge: Cambridge University Press.
[27] Hestenes, D. (1992). Modeling games in the newtonian world. American Journal of Physics, 60, 732-748.doi:10.1119/1.17080
[28] Hodgson, P. (1980). Getting meaning from experience: The child and science. In M. Poole (Ed.), Creativity across the curriculum. London: George Allen and Unwin.
[29] Jaworski, B. (1994). Investigating mathematics teaching: a constructivist enquiry. London: Falmer.
[30] Jeffrey, B., & Woods, P. (2003). The creative school: A framework for success, quality and effectiveness. London: RoutledgeFalmer. doi:10.4324/9780203437223
[31] Kneller, G. F. (1965). The art and science of creativity. London: Holt, Rinehart and Winston, Inc.
[32] Johnson-Laird, P. N. (1988). Freedom and constraint in creativity. In R. J. Sternberg (Eds.), The nature of creativity: contemporary psychological perspectives. Cambridge: Cambridge University Press.
[33] Langer, S. K. (1957). Philosophy in a new key: a study in the symbolism of reason, rite, and art (first published in 1942). Mass: Harvard University Press.
[34] Leach, J. (2001). A hundred possibilities: creativity, community and ICT. In A. Craft, B. Jeffrey and M. Leibling (Eds.), Creativity in education. London: Continuum.
[35] Lombardi, O. (1999). Aristotelian physics in the context of teaching science: A historical-philosophical approach. Science & Education, 8, 217-239. doi:10.1023/A:1008641526822
[36] Lucas, B. (2001). Creative teaching, teaching creativity and creative learning. In A. Craft, B Jeffrey and M. Leibling (Eds.), Creativity in education. London: Continuum.
[37] Lytton, H. (1971). Creativity and education. London: Routledge and Kegan Paul.
[38] Matthews, M. (1980). The marxist theory of schooling: a study of epistemology and education. Sussex: Harvester Press.
[39] Matthews, M. (1994). Science teaching: the role of history and philosophy of science. New York: Routledge.
[40] Matthews, M. (1995). Challenging nz science education. New Zealand: The Dunmore Press.
[41] Morris, E. (2002). Creativity in education. Speech presented at the national campaign for the arts/ national union of teachers creativity in education conference, 3 July 2002. http://www.artscampaign.org.uk/campaigns/education/EMorris.html
[42] NACCCE (1999). All our futures: creativity, culture and education, national advisory committee on creative and cultural education. London: DFEE.
[43] Parnes, S. J. (1970). Education and creativity. In P. E. Vernon (Ed.), Creativity. Harmondsworth: Penguin.
[44] Phillips, D. C. (1998). Coming to terms with radical social constructivisms. In M. R. Matthews (Ed.), Constructivism in science education: a philosophical examination. Dordrecht: Kluwer Academic Publishers.
[45] Rowland, T. (2009). Geometry: tales of elegance and love. In B. Sriraman and S. Goodchild (Eds.), Relatively and philosophically ernest: festschrift in honor of paul ernests 65th birthday. Charlotte, NC: Information Age Publishing.
[46] Rowlands, S. (2009). The importance of cultivating a meta-discourse in deliberate support of metacognition, in C. B. Larson (Ed.), Metacognition: new research developments. New York: Nova.
[47] Rowlands, S., & Carson, R. (2001). The contradictions in the constructivist discourse. Philosophy of Mathematics Education Newsletter, 14. http://www.ex.ac.uk/~PErnest/pome14/rowlands.htm
[48] Rowlands, S. Graham, E., & Berry, J. (2010). Problems with fallibilism as a philosophy of mathematics education. Science & Education, online (and in print).
[49] Skemp, R. R. (1976). Relational understanding and instrumental understanding. Mathematics Teaching, 77, 20-26.
[50] Toulmin, S. (1967), The Philosophy of Science. First published in 1953. London; Hutchinson University Library.
[51] Von Glasersfeld, E. (1995). Radical constructivism: a way of knowing and understanding. London: Falmer. doi:10.4324/9780203454220
[52] Vygotsky, L. (1978). Mind in society. Mass: Harvard University Press.
[53] Ward, T. B., Smith, S. M. and Vaid, J. (1997). Conceptual structures and processes in creative thought. In T. B. Ward, S. M. Smith and J. Vaid (Eds.), Creative thought: an investigation of conceptual structures and processes. Washington DC: American Psychological Association.
[54] Wittgenstein, L. (1974). Tractatus logico-philosophicus, (first published, 1922). London: Routledge and Kegan. Paul.
[55] Wragg, E. C. (1999). An introduction to classroom observation, London: Routledge and Falmer.