1[2]Chai Zhiming,Promoting active and deep learning in my classroom,http://science.uniserve.edu.au/pubs/china/vol3/CP3_M1.pdf (2004-10).
2[3]Deep and Surface Approaches to Learning http://www.ltsneng.ac.uk/er/theory/learning.asp?v=2 (2004-10).
3[4]Stephen W.Draper,The relationship of the Perry,deep&shallow learning,and Laurillard models,http://www.psy.gla.ac.uk/～steve/3theories.html(2004-10).
4[5]Jenny hill & Wendy woodland,An Evaluation of Foreign Fieldwork in Promoting Deep Learning:a preliminary investigation,Assessment & Evaluation in Higher Education,Vol.27,No.6,2002.
5[1]Helen C.Barrett,Ph D,Electronic Portfolios as Digital Stories of Deep Learning,http://electronicportfolios.org/digistory/epstory.html(2004-10).
6National Research Council Science to School: Learning Science in Grades K-8 [M], National Academies Press, 2007: (NRC). Taking and Teaching Washington: 113.
7Salinas I. Learning Progressions in Science Education: Two Approaches for Development[C]. The Learning Progressions in Science (LPS) Conference. Iowa City, IA. 2009 6.
8Nancy Butler Songer, Ben Kelcey, Amelia Wenk Gotwals. How and When does Complex Reasoning Occur? Empirically Driven Development of a Learning Progression Focused on Complex Reasoning about Biodiversity [J]. Journal of Research in Science Teaching, 2009, (7): 611- 631.
9JoyceM. Parker, ElizabethX. delosSantos, Charles. W. Anderson. What Learning Progressions on Carbon-Transforming Process tell us about How Students Learn to use the Law of Conservation of Matter and Energy [J].Educacion Quimica, 2013,(2):l-8.
10Carol L. Smith, Marianne iser, Charles W. Anderson, Joseph Krajcik. Implication of Research on Children' s learning for Standards and Assessment: A Proposed Learning Prgression for Matter and the Atomic Molecular Theory [J]. Measurement: Interdisciplinary Research and Perspectives, 2006,(4):1-4.
