Flores, F., Tovar, M. and Gallegos, L. (2003) Representation of the Cell and Its Processes in High School Students: An Integrated View. International Journal of Science Education, 25, 269-286. http://dx.doi.org/10.1080/09500690210126793
 Lewis, J. and Wood-Robinson, C. (2000) Genes, Chromosomes, Cell Division and Inheritance—Do Students See Any Relationship? International Journal of Science Education, 22, 177-195. http://dx.doi.org/10.1080/09500690210126793
 Marbach-Ad, G. and Stavy, R. (2000) Students Cellular and Molecular Explanations of Genetic Phenomena. Journal of Biological Education, 34, 200-205. http://dx.doi.org/10.1080/00219266.2000.9655718
 Oztas, H., Ozay, E. and Oztas, F. (2003) Teaching Cell Division to Secondary School Students: An Investigation of Difficulties Experienced by Turkish Teachers. Journal of Biological Education, 38, 13-15. http://dx.doi.org/10.1080/00219266.2003.9655890
 Mills Shaw, K.R., Van Horne, K., Zhang, H. and Boughman, J. (2008) Essay Contest Reveals Misconceptions of High School Students in Genetics Content. Genetics, 178, 1157-1168. http://dx.doi.org/10.1534/genetics.107.084194
 Wandersee, J.H., Mintzes, J.J. and Novak, D. (1994) Research on Alternative Conceptions in Science. In: Gabel, D.L., Ed., Handbook of Research on Science Teaching and Learning, Macmillan, New York, 177-210.
 Campbell, B. (2013) Multiple Intelligences in the Classroom: Of the Seven Different Ways We Learn, Schools Focus on Only Two. Add the Other Five, and You Increase the Chances of Success. http://www.context.org/iclib/ic27/campbell/
 Mullich, J. (2013) Rising to the Challenge—America’s Math and Science Curriculum Is Key to Future Competitiveness. http://online.wsj.com/ad/article/mathscience-rising
 Canas, A.J., Novak, J.D. and González, F.M. (2004) Concept Maps: Theory, Methodology, Technology. Proceedings of the First International Conference on Concept Mapping, Editorial Universidad Pública de Navarra.
 Tekkaya, C. (2003) Remediating High Schools’ Misconceptions Concerning Diffusion and Osmosis through Concept Mapping and Conceptual Change Text. Research in Science & Technological Education, 21, 5-16. http://dx.doi.org/10.1080/02635140308340
 Barrington, E. (2004) Teaching to Student Diversity in Higher Education: How Multiple Intelligence Theory Can Help. Teaching in Higher Education, 9, 421-434. http://dx.doi.org/10.1080/1356251042000252363
 Riemeier, T. and Gropengieber, H. (2008) On the Roots of Difficulties in Learning about Cell Division: Process-Based Analysis of Students’ Conceptual Development in Teaching Experiments. International Journal of Science Education, 30, 923-939. http://dx.doi.org/10.1080/09500690701294716
 Bowker, R. (2007) Children’s Perceptions and Learning about Tropical Rainforests: An Analysis of Their Drawings. Environmental Education Research, 13, 75-96. http://dx.doi.org/10.1080/13504620601122731
 Reiss, M.J. and Tunnicliffe, S.D. (2001) Students’ Understandings about Human Organs and Organ Systems. Research in Science Education, 31, 383-399. http://dx.doi.org/10.1023/A:1013116228261
 National Academy of Sciences, National Academy of Engineering and Institute of Medicine (2010) US Competitive Position Has Further Declined in Past Five Years, Report Says; Nation Needs Sustain Commitment to Investment in Innovation. News from the National Academies. http://www8.nationalacademies.org/onpinews/newsitem.aspx?RecordID=12999
 National Science Foundation, National Center for Science and Engineering Statistics (2013) Women, Minorities, and Persons with Disabilities in Science and Engineering. Special Report NSF 13-304, Arlington, VA. http://www.nsf.gov/statistics/wmpd/
 Sasso, A. (2008) African Americans Studying STEM: Parsing the Numbers. Science Careers, Career Magazine, Diversity Issues. http://sciencecareers.sciencemag.org/career_magazine/previous_issues/articles/2008_05_16/caredit.a0800070
 Barr, R.B. and Tagg, J. (1995) From Teaching to Learning: A New Paradigm for Undergraduate Education. Journal of Change, Research Library Core, 12 p. http://www.athens.edu/visitors/QEP/Barr_and_Tagg_article.pdf
 Wineke, W.R. and Certain, P. (1990) The Freshman Year in Science and Engineering: Old Problems, New Perspectives for Research Universities. Alliance for Undergraduate Education, ERIC, University Park, 57.
 Sabot, R. and Wakeman-Linn, J. (1991) Grade Inflation and Course Choice. Journal of Economic Perspectives, 5, 159- 170. http://dx.doi.org/10.1257/jep.5.1.159
 Maton, K.I., Hrabowski, F.A. and Schmitt, C.L. (2000) African American College Students Excelling in the Sciences: College and Postcollege Outcomes in the Meyerhoff Scholars Program. Journal of Research in Science Teaching, 37, 629-654. http://dx.doi.org/10.1002/1098-2736(200009)37:7<629::AID-TEA2>3.0.CO;2-8
 Ramist, L., Lewis, C. and McCamley-Jenkins, L. (1994) Student Group Differences in Predicting College Grades: Sex, Language, and Ethnic Groups. College Board Report No. 93-1, College Entrance Examination Board, New York.
 Elliott, R., Strenta, A.C., Adair, R., Matier, M. and Scott, J. (1995) Non-Asian Minority Students in the Science Pipeline at Highly Selective Institutions. Report to the NSF, National Science Foundation, Washington DC.
 Gandara, P. and Maxwell-Jolly, J. (1999) Priming the Pump: A Review of Programs That Aim to Increase the Achievement of Underrepresented Minority Undergraduates. A Report to the Task Force on Minority High Achievement of the College Board, College Board, New York.
 Astin, A.W. and Astin, H.S. (1992) Undergraduate Science Education: The Impact of Different College Environments in the Educational Pipeline in the Sciences. Final Report, National Science Foundation, Washington DC. www.seaphe.org/pdf/astin.pdf
 Ostwald-Kowald, T. (2014) Understanding Your Students Learning Style: The Theory of Multiple Intelligences. http://www.connectionsacademy.com/blog/posts/2013-01-18/Understanding-Your-Student-s-Learning-Style-The-Theory-of-Multiple-Intelligences.aspx
 Bella, T., Urhahneb, D., Schanzec, S. and Ploetznerd, R. (2009) Collaborative Inquiry Learning Models, Tools, and Challenges. International Journal of Science Education, 32, 349-377. http://dx.doi.org/10.1080/09500690802582241