• Ababneh, E., Al-Tweissi, A., & Abulibdeh, K. (2016). TIMSS and PISA impact – the case of Jordan. Research Papers in Education, 31(5), 542–555. https://doi.org/10.1080/02671522.2016.1225350.
• Abd-El-Khalick, F., Boujaoude, S., Duschl, R., Lederman, N. G., Mamlok-Naaman, R., & Hofstein, A. (2004). Inquiry in science education: International perspectives. Science Education, 88, 397–419. https://doi.org/10.1002/sce.10118.
• Achieve. (2010). International Science Benchmarking Report: Taking the Lead in Science Education: Forging Next-Generation Science Standards. Retrieved on April 16 from https://www.achieve.org/files/InternationalScienceBenchmarkingReport.pdf.
• Aldahmash, A., Mansour, N., & Alshamrani, S., (2016). An Analysis of Activities in Saudi Arabian Middle School Science Textbooks and Workbooks for the Inclusion of Essential Features of Inquiry. Research in Science Education, 26(6), 879–900. https://doi.org/10.1007/s11165-015-9485-7.
• ALECSO. (2014). Analyzing the results of international TIMSS for the year 2011 in Arab States. Tunisia.
• Baxter, J. (1989). Children’s understanding of familiar astronomical events. International Journal of Science Education, 11(Special issue), 502-513. http://doi.org/10.1080/0950069890110503.
• Brook, A., & Driver, R. (1989). Progression in Science: The development of pupils’ understanding of physical characteristics of air across the age range 5-16 years. Children’s Learning in Science Project, University of Leeds.
• Carey, S. (1985). Conceptual Change in Childhood. Massachusetts: MIT Press.
• Chambliss, M. J., & Calfee, R. C. (1989). Designing science textbooks to enhance students’ understanding. Educational Psychologist, 24(3), 307-322. https://doi.org/10.1207/s15326985ep2403_5.
• Chiappetta, E., & Fillman, D. (2007). Analysis of five high school biology textbooks used in the United States for inclusion of the Nature of Science. International Journal of Science Education, 29(15), 1847-1868. https://doi.org/10.1080/09500690601159407.
• Clement, P. (2008). Critical analysis of school science textbooks. Science Education International, 19(2), 93- 96.
• Connecticut State Department of Education. (2013). Science Standards Content Crosswalk Report. Connecticut, USA.
• Holding, B. (1987). Investigation of schoolchildren’s understanding of the process of dissolving with special reference to the conservation of matter and the development of atomistic ideas (Unpublished PhD thesis), University of Leeds.
• IEA. (2016). TIMSS 2015 International Results in Mathematics and Science. Boston College. USA.
• Koppal, M., & Caldwell, A. (2004). Meeting the challenge of science literacy: Project 2061 efforts to improve science education. Cell Biology Education, 3, 28–30. https://doi.org/10.1187/cbe.03-10-0016.
• Mansour, N. (2010). The representation of scientific literacy in Egyptian science textbooks. Journal of Science Education, 11(2), 91-95.
• Mortimer, E., & Scott, P. (2003). Making Meaning in secondary science classrooms. Maidenhead, Philadelphia: Open University Press.
• Mullis, I. V. S., Martin, M. O., Goh, S., & Cotter, K. (Eds.) (2016). TIMSS 2015 Encyclopedia: Education Policy and Curriculum in Mathematics and Science. Retrieved from Boston College, TIMSS & PIRLS International Study Center website: http://timssandpirls.bc.edu/timss2015/encyclopedia/.
• National Center for Human Resources Development. (2013). Jordan Students Performance on international TIMSS and PISA tests.
• National Research Council. (2012). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Committee on a Conceptual Framework for New K-12 Science Education Standards. Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.
• National Research Council. (2013). Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. https://doi.org/10.17226/18290.
• Nussbaum, J. (1985). The earth as a cosmic body. In R. Driver, E. Guesne, & A. Tiberghien (Eds.), Children's ideas in science (pp. 170-192). Milton Keynes, UK: Open University Press.
• Qablan, A. (in press). Continuous Decline of Jordanian Science Students’ Academic Performance in TIMSS: Reasons and Resolutions. Mutah Lil -Buhuth Wad-dirasat.
• Queen Rania Foundation. (2015). Comparative Curricular Review of the Old and Revised Science Textbooks in Jordan, Grades 1-3 (Unpublished report). Amman: Jordan.
• Royal Hashemite Court. (n.d.). The Education Reform for Knowledge Economy (ERfKE). Retrieved on 31 July, 2016 from http:// www.kingabdullah.jo/index.php/en_US/initiatives/view/id/81.html.
• Schmidt, W. H., McKnight, C. C., & Raizen, S. A. (1996). Splintered vision: An investigation of U.S. science and mathematics education: Executive summary. Lansing, MI: U.S. National Research Center for the Third International Mathematics and Science Study, Michigan State University.
• Strauss, S., & Stavy, R. (1982). U-shaped Behavioral Growth. Academic Press: New York.
• UNESCO. (2014). Global Citizenship Education: Preparing learners for the challenges of the twenty-first century. Paris, France.

APA

Qablan, A. (2018). Comparison of Science and Engineering Concepts in Next Generation Science Standards with Jordan Science Standards. Eurasia Journal of Mathematics, Science and Technology Education, 14(6), 2693-2709. https://doi.org/10.29333/ejmste/90267

Vancouver

Qablan A. Comparison of Science and Engineering Concepts in Next Generation Science Standards with Jordan Science Standards. EURASIA J Math Sci Tech Ed. 2018;14(6):2693-709. https://doi.org/10.29333/ejmste/90267

AMA

Qablan A. Comparison of Science and Engineering Concepts in Next Generation Science Standards with Jordan Science Standards. EURASIA J Math Sci Tech Ed. 2018;14(6), 2693-2709. https://doi.org/10.29333/ejmste/90267

Chicago

Qablan, Ahmad. "Comparison of Science and Engineering Concepts in Next Generation Science Standards with Jordan Science Standards". Eurasia Journal of Mathematics, Science and Technology Education 2018 14 no. 6 (2018): 2693-2709. https://doi.org/10.29333/ejmste/90267

Harvard

Qablan, A. (2018). Comparison of Science and Engineering Concepts in Next Generation Science Standards with Jordan Science Standards. Eurasia Journal of Mathematics, Science and Technology Education, 14(6), pp. 2693-2709. https://doi.org/10.29333/ejmste/90267

MLA

Qablan, Ahmad "Comparison of Science and Engineering Concepts in Next Generation Science Standards with Jordan Science Standards". Eurasia Journal of Mathematics, Science and Technology Education, vol. 14, no. 6, 2018, pp. 2693-2709. https://doi.org/10.29333/ejmste/90267