Bibliography of texts that consider Critical Exploration or the Clinical Method - CEPress advances a pedagogical vision grounded in the practice of Critical Exploration in the Classroom.

Cavicchi, E. (2019). Becoming curious science investigators through recreating with history and philosophy. In A. P. B. da Silva and B. A. Moura (Eds.), Objetivos Humanísticos, Conteúdos Científicos: Contribuções da História e da Filosofia da Sciência para o Ensino de Ciências (pp. 265-284). Campina Grande-PB, Brazil: Edupb, 2019. http://eduepb.uepb.edu.br/e-books/

Cavicchi, E. (2019). Effects, Devices and Adventures. In D. K. Buchwald (Ed.), Looking Back as We Move Forward: The Past, Present, and Future of the History of Science- Liber amicorum for Jed A. Buchwald (pp. 180-188).

Cavicchi, E. (2018). “At Sea”: Reversibility in Teaching and Learning. Interchange, 49, 2018: 25-68.

Cavicchi, E. (2017). Shaping and Being Shaped by Environments for Learning Science: Continuities with the Space and Democratic Vision of a Century Ago. Science and Education, 26. 529-556.

Cavicchi, E. (2014). Learning Science as Explorers: Historical Resonances, Inventive Instruments, Evolving Community. Interchange, 45,185-204.

Cavicchi, E. (2013). Shadows of Light and History in Explorative Teaching and Learning. In Aprendendo ciência e sobra sua natureza: abordagens históricas e filosóficas. C.C. Silva, & M.E.B. Prestes, eds., 397-410. Sao Paulo, Brazil: Tipographia Editora Expressa.

Cavicchi, E. (2012b). Explorando Péndulos en el Salón de Clases. In Enseñanza de la Ciencia, Z. Monroy-Nasr, G. Alvarez & R. León (eds.), 27-50, México: Facultad de Psicología y DGAPA, UNAM.

Cavicchi, E. (2011). Classroom explorations: Pendulums, mirrors and Galileo’s drama. Interchange, 42 (1), 21–50.

Cavicchi, E. (2011). Time Traveling – An Intuitive Grasp of Time Takes Time. In F. Seralou, V. Koulountzos, A. Siatras (Eds.), Science & Culture: Promise, Challenge and Demand, Proceedings of 11th International History, Philosophy and Science Teaching Group Conference. Thessaloniki, Greece: Epikentro.

Cavicchi, E. (2010). Activity inspired by Medieval Observers with Tube,” in C. Sigismondi (Ed.), Orbe Novus (pp. 22-39). Rome, Italy.

Cavicchi, E. (2009). Exploring mirrors, recreating science and history, becoming a class community. New Educator, 5(3), 249-273.

Cavicchi, E. (2008a). Opening possibilities in experimental science and its history: Critical explorations with pendulums and singing tubes. Interchange, 39, 415-442.

Cavicchi, E. (2008b). Historical experiments in students’ hands: Unfragmenting science through action and history. Science and Education, 17(7), 717-749.

Cavicchi, E. (2007). Mirrors, swinging weights, lightbulbs…: Simple experiments and history help a class become a community. In P. Heering and D. Osewold (Eds.), Constructing Scientific Understanding through Contextual Teaching (pp, 47-63). Berlin, Germany: Frank & Timme.

Cavicchi, E. (2006). Faraday and Piaget: Experimenting in Relation with the World,” Perspectives on Science, 14(1), 66-96.

Cavicchi, E. (2005). Exploring Water: Art and Physics in Teaching and Learning with Water. In R. France (Ed.), Facilitating Watershed Management: Fostering Awareness and Stewardship (pp. 173-194). Lanham MD: Rowman & Littlefield Pub.

Cavicchi, E. (2003). Experiences with the magnetism of conducting loops: Historical instruments, experimental replications, and productive confusions,” American Journal of Physics, 71(2), 156-167.

Cavicchi, E. (1997a). Experimenting with magnetism: Ways of learning of Joann and Faraday,” American Journal of Physics, 65, 867-882.

Cavicchi, E. (1997b). Watching Galileo’s Learning,” in L. Kime and J. Clark, (Eds.), Explorations in College Algebra. NY: John Wiley.

Cavicchi, E., Chiu, S.-M., and McDonnell, F. (2009). Introductory paper on critical explorations in teaching art, science, and teacher education. The New Educator, 5:189–204.

Duckworth, E. R. (2012). When teachers listen and learners explain. TEDxPioneer Valley. Available at https://www.youtube.com/watch?v=1sfgenKusQk.

Duckworth, E. R. (2010). The Soul Purpose. Learning Landscapes, 3 (2): 21-28.

Duckworth, E. R. (2009). “Helping students get to where ideas can find them.” The New Educator, 5, 185–188.

Duckworth, E. R. (2006). “The Having of Wonderful Ideas” and Other Essays on Teaching and Learning (Third Edition). New York: Teachers College.

Duckworth, E. R. (2005). Critical Exploration in the Classroom. The New Educator, 1(4), 257-272.

Duckworth, E. R., ed. (2001). Tell me more: Listening to learners explain. New York: Teachers College Press.

Duckworth, E. R. (1973). The Having of Wonderful Ideas.In M. Schwebel, & J. Raph (Eds.), Piaget in the Classroom. New York: Basic Books.

Elementary Science Study, (1965). Elementary Science Study, Teacher’s Edition. Saint Louis, MO: McGraw-Hill.

Hughes-McDonnell, F. (2009). “I wonder how this little seed can have so much potential”: Critical Exploration Supports Preservice Teachers’ Development as Science Researchers and Teachers. The New Educator, 5(3), 205-228.

Mayer, S. J., O’Connor, C., & Lefstein, A., (2019). Distinctively democratic discourse in classrooms, in N. Mercer, R. Wegerif, & L. Major, (Eds), The Routledge International Handbook of Research on Dialogic Education. New York: Routledge.

Mayer, S. J., (2014). Realizing Dewey’s Constructs of Continuity and Interaction within Democratic Classrooms. Education and Culture, (31)2, 39-53.

Mayer, S. J., (2012). Classroom Discourse and Democracy: Making Meanings Together. New York: Peter Lang.

Mayer, S. J. (2005). The early evolution of Jean Piaget’s clinical method. History of Psychology, 8(4) 362-382.

Mayer, S. J., (2004). Apprehending the thought of (all) others in classrooms. In Democratic Responses in an Era of Standardization, 179-198. L. Coia, N. J. Brooks, S. J. Mayer, P. Pritchard, E. Heilman, M. Birch, & A. Mountain, eds. Troy, NY: Educator’s International Press.

Schneier, Lisa (2001). Apprehending poetry. In Duckworth, E. (Ed.), Tell me more: Listening to learners explain. New York: Teachers College Press.

Shorr, W. Educating for Peace with Critical Exploration. Harvard Educational Review: September 2007, Vol. 77, No. 3, pp. 369-374.

Rauchwerk, S. (2005). Incubating knowledge.: A critical exploration with teachers studying live chickens. Unpublished Doctoral dissertation, Harvard University, Cambridge, MA.