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Dokov, W., and Dokova, K. (2011). Epidemiology and diagnostic problems of electrical injury in forensic medicine. In D. N. Vieira (ed.), Forensic medicine: From old problems to new challenges, 121–136. Rijeka, Croatia: InTech.

Donner, S. D., and McDaniels, J. (2013). The influence of national temperature fluctuations on opinions about climate change in the U.S. since 1990. Climatic Change, 118, 537–550.

Donovan, B. M. (2014). Playing with fire? The impact of the hidden curriculum in school genetics on essentialist conceptions of race. Journal of Research in Science Teaching, 51, 462–496.

Dunbar, K., Fugelsang, J., and Stein, C. (2007). Do naive theories ever go away? Using brain and behavior to understand changes in concepts. In M. Lovett and P. Shah (eds.), Thinking with data, 193–206. New York: Lawrence Erlbaum Associates.

Duncan, R. G., and Tseng, K. A. (2011). Designing project-based instruction to foster generative and mechanistic understandings in genetics. Science Education, 95, 21–56.

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Emmons, N. A., and Kelemen, D. A. (2015). Young children’s acceptance of within-species variation: Implications for essentialism and teaching evolution. Journal of Experimental Child Psychology, 139, 148–160.

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Evans, E. M. (2001). Cognitive and contextual factors in the emergence of diverse belief systems: creation versus evolution. Cognitive Psychology, 42, 217–266.

Evans, E. M., and Lane, J. D. (2011). Contradictory or complementary? Creationist and evolutionist explanations of the origin(s) of species. Human Development, 54, 144–159.

Evans, E. M., Spiegel, A. N., Gram, W., Frazier, B. N., Tare, M., Thompson, S., and Diamond, J. (2010). A conceptual guide to natural history museum visitors’ understanding of evolution. Journal of Research in Science Teaching, 47, 326–353.

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Fischbein, E., Stavy, R., and Ma-Naim, H. (1989). The psychological structure of naive impetus conceptions. International Journal of Science Education, 11, 71–81.

Foisy, L. M. B., Potvin, P., Riopel, M., and Masson, S. (2015). Is inhibition involved in overcoming a common physics misconception in mechanics? Trends in Neuroscience and Education, 4, 26–36.

Fox, R. (1971). The caloric theory of gases: From Lavoisier to Regnault. Oxford, UK: Clarendon.

Frappart, S., Raijmakers, M., and Frede, V. (2014). What do children know and understand about universal gravitation? Structural and developmental aspects. Journal of Experimental Child Psychology, 120, 17–38.

Freyd, J. J., and Jones, K. T. (1994). Representational momentum for a spiral path. Journal of Experimental Psychology: Learning, Memory and Cognition, 20, 968–976.

Galilei, G. (1590/1960). On motion. Madison: University of Wisconsin Press. Издание на русском языке: Галилей, Г. О движении / Г. Галилей // Избранные труды: в 2 т. М.: Наука, 1964.

Galilei, G. (1632/1953). Dialogue concerning the two chief world systems, Ptolemaic and Copernican. Oakland: University of California Press. Издание на русском языке: Галилей, Г. Диалог о двух системах мира / Г. Галилей. М.; Л.: ГИТТЛ, 1948.

Galili, I. (2001). Weight versus gravitational force: Historical and educational perspectives. International Journal of Science Education, 23, 1073–1093.

Geerdts, M. S., Van de Walle, G. A., and LoBue, V. (2015). Daily animal exposure and children’s biological concepts. Journal of Experimental Child Psychology, 130, 132–146.

Gelman, S. A., and Legare, C. H. (2011). Concepts and folk theories. Annual Review of Anthropology, 40, 379–398.

Gelman, S. A., Ware, E. A., and Kleinberg, F. (2010). Effects of generic language on category content and structure. Cognitive Psychology, 61, 273–301.

Gelman, S. A., and Wellman, H. M. (1991). Insides and essences: Early understandings of the non-obvious. Cognition, 38, 213–244.

Gervais, W. M. (2015). Override the controversy: Analytic thinking predicts endorsement of evolution. Cognition, 142, 312–321.

Goldberg, R. F., and Thompson-Schill, S. L. (2009). Developmental «roots» in mature biological knowledge. Psychological Science, 20, 480–487.

Gopnik, A. (1997). Words, thoughts, and theories. Cambridge, MA: MIT Press.

Gopnik, A., and Wellman, H. M. (2012). Reconstructing constructivism: Causal models, Bayesian learning mechanisms, and the theory theory. Psychological Bulletin, 138, 1085–1108.

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Gould, S. J. (1985, June). The median isn’t the message. Discover Magazine.

Gould, S. J. (1987). Bushes all the way down. Natural History, 96, 12–19.

Gould, S. J. (1992). Ever since Darwin: Reflections in natural history. New York: Norton.

Gould, S. J. (1996). Full house: The spread of excellence from Plato to Darwin. New York: Three Rivers Press.

Gould, S. J. (1997). Redrafting the tree of life. Proceedings of the American Philosophical Society, 141, 30–54.

Gregg, V. R., Winer, G. A., Cottrell, J. E., Hedman, K. E., and Fournier, J. S. (2001). The persistence of a misconception about vision after educational interventions. Psychonomic Bulletin and Review, 8, 622–626.

Gregory, T. R. (2009). Understanding natural selection: Essential concepts and common misconceptions. Evolution: Education and Outreach, 2, 156–175.

Gripshover, S. J., and Markman, E. M. (2013). Teaching young children a theory of nutrition: Conceptual change and the potential for increased vegetable consumption. Psychological Science, 24, 1541–1553.

Gruber, H. E. (1981). Darwin on man: A psychological study of scientific creativity. Chicago: University of Chicago Press.

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