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5. Jensen, Eric. Enriching the Brain: How to Maximize Every Learner’s Potential. San Francisco: Jossey-Bass, 2006. 6. Erickson, Lynn. Concept Based Curriculum and Instruction for the Thinking Classroom. Thousand Oaks, California: Corwin Press, 2007. 7. Ibid 8. Ibid. 9. Sweller, John. “Cognitive Load During Problem Solving: Effects on Learning”. Cognitive Science 12 (1988): 257-285. 10. Cooper, Graham. “Cognitive Load Theory as An Aid for Instructional Design”. Australian Journal of Educational Technology 6.2 (1990): 108-113. 11. Sweller, J., Chandler, P., Tierney, P. and Cooper, M.. “Cognitive load and selective attention as factors in the structuring of technical material.” Journal of Experimental Psychology: General, 119 (1990): 176- 192. 12. Halpren, Diane F. and Milton D. Hakel. “Applying the Science of Learning to the University and Beyond.” Change. July/August 2003. p 38. 13. Smilkstein,, Rita. We’re Born to Learn: Using the Brains’ Natural Learning Process to Create Today’s Curriculum. Thousand Oaks, California: Corwin Press, 2003. 14. National Research Council. (2005). How Students Learn: History, Mathematics, and Science in the Classroom. Committee on How People Learn, A Targeted Report for Teachers, M.S. Donovan and J.D. Bransford, Editors. Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press. pg 225 15. Immordino-Yang, M. and Antonio Damasio. We Feel Therefore We Learn: The Relevance of Affective and Social Neuroscience. The Brain and Learning. San Francisco: Josey-Bass, 2008. 16. Klein, Raymond. “Donald Olding Hebb”. Scholarpedia. Jan 7, 2010. http://www.scholarpedia.org/article/Donald_Olding_Hebb 17. Miller, G. A. “The Magical Number Seven, Plus or Minus Two: Some Limits on our Capacity for Processing Information.” Psychological Review, 63 (1956): 81-97. 18. Gobet, F., Lane, P. C. R., Croker, S., Cheng, P. C. H., Jones, G., Oliver, I., & Pine, J.M. “Chunking mechanisms in human learning”. Trends in Cognitive Sciences 5(2001): 236-243. 19. Sakai, K., Kitaguchi, K., and Hikosaka, O. “Chunking during human visuomotor sequence learning”. Experimental Brain Research, 152 (2003) :229-242. 20. Gobet, F., de Voogt, A. J., & Retschitzki, J. “Moves in mind: The psychology of board games.”Hove, UK: Psychology Press. 21. Shimizu E; Tang Y P; Rampon C; Tsien J Z. “ NMDA receptor-dependent synaptic reinforcement as a crucial process for memory consolidation”. Science 290(5494) (2000) :1170-4. 22. Erickson, Lynn. Concept Based Curriculum and Instruction for the Thinking Classroom Thousand Oaks, California: Corwin Press, 2007. 23. Nasr, Karim, and C.Duane Thomas Thomas. "Student-centered, Concept-embedded Problem-based Engineering Thermodynamics." International Journal of Engineering Education. 20.4 (2004): 660-670. 24. Miller, Ron, and Ruth Streveler. "Thermal and Transport Concept Inventory." Web. 21 Feb 2010. . 25. Starns, Gloria ,and Mathew Hagge. "Quantification of Learning using Concept Maps." ASEE Annual Conference and Exposition. Austin, Texas, 2009. 26. U.S. Department of Education, A Test of Leadership: Charting the Future of U.S. Higher Education. Washington, D.C., 2006. 27. National Research Council. 1999. How People Learn: Brain, Mind, Experience, and School. John D. Bransford, Ann L. Brown, and Rodney R. Cocking, Editors; Committee on Developments in the Science of Learning. Washington, D.C. The National Academies Press.

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Hagge, M., & Starns, G. (2010, June), Concept Based Learning: Demonstrating Its Effectiveness In Thermodynamics Paper presented at 2010 Annual Conference & Exposition, Louisville, Kentucky. 10.18260/1-2--16573