1. Anderson, L.; & Krathwohl, D. (2001). Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Longman.
2. Bailin, S. (2002). Critical thinking and science education. Science & Education, (11 (4)), 361-375.
3. Baron, Robert A; & Branscombe, Nyla R. (2011). Social Psychology (13th ed.). New Jersey: Pearson.
4. Bloom, Benjamin. (1956). Taxonomy of Educational Objectives. New York: David McKay Company Inc.
5. Bonk, C. J.; & Smith, G. S. (1998). Alternative instructional strategies for creative and critical thinking in the accounting curriculum. Journal of Accounting Education, (16 (2)), 261-293.
6. Cross, D. R.; & Paris, S. G. (1988). Developmental and instructional analyses of children’s metacognition and reading comprehension. Journal of Educational Psychology, (80 (2)).
7. 82. Ennis, R. H. (1985). A logical basis for measuring critical thinking skills. Educational Leadership, ((2) 43), 44-48.
8. Facione, P. A. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and instruction. Millbrae, CA: The California Academic Press.
9. Facione, P. A. (2000). The disposition toward critical thinking: Its character, measurement, and relation to critical thinking skill. Informal Logic, (20 (1)), 61-84.
10. Feist, Gregory J. (2006). The Psychology of Science and the Origins of the Scientific Mind. New Haven: Yale University Press.
11. Halpern, D. F. (1998). Teaching critical thinking for transfer across domains: Dispositions, skills, structure training, and metacognitive monitoring. American Psychologist, (53 (4)), 449-455.
12. Hennessey, M. G. (1999). Probing the dimensions of metacognition: Implications for conceptual change teaching-learning. Boston: Paper presented at the annual meeting of the National Association for Research in Science Teaching.
13. Kennedy, M.; Fisher, M. B.; & Ennis, R. H. (1991). Critical thinking: Literature review and needed research. In Educational values and cognitive instruction: Implications for reform (pp. 11-40). New Jersey: Lawrence Erlbaum & Associates.
14. Kunda, Ziva. (1999). Social Cognition: Making Sense of People. United States of America: MIT Press.
15. Lewis, A.; & Smith, D. (1993). Defining higher order thinking. Theory into Practice, (32 (3)), 131-137.
16. Lipman, M. (1988). Critical thinking—What can it be? Educational Leadership, (46 (1)), 38-43.
17. McPeck, J. E. (1990). Critical thinking and subject specificity: A reply to Ennis. Educational Researcher, (19 (4)), 10-12.
18. Paul, R. W. (1992). Critical thinking: What, why, and how? New Directions for Community Colleges, (1992 (77)), 3-24.
19. Paul, R. W.; & Elder, L. (2006). Critical thinking: The nature of critical and creative thought. Journal of Developmental Education, (30 (2)), 34-35.
20. Ragin, Charles. (2014). The Comparative Method: Moving Beyond Qualitative and Quantitative Strategies (First). California: University of California.
21. Sternberg, R. J. (1986). Critical thinking: Its nature, measurement, and improvement. Washington, DC: National Institute of Education.
22. Thayer-Bacon, B. J. (2000). Transforming critical thinking: Thinking constructively. New York, NY: Teachers College Press.
23. Turner, J. C. (1995). The influence of classroom contexts on young children’s motivation for literacy. Reading Research Quarterly, (30 (3)), 410-441.