參 考 書 目
一、中文部分
丁振豐(民76)：學生場地獨立性與教師教學方法的交互作用對認知及 情意學習效果之影響。國立台灣師範大學輔導研究所碩士論文。王薌茹(民83)：概念圖教學在國中生物學習之成效。國立高雄師範大學科學教育研究所碩士論文。全中平(民81)：國立臺北師範學院非數理系學生對概念圖學習態度之研究。臺北師院學報，5期，299-318頁。江淑卿(民86)：知識結構的重要特性之分析暨促進知識結構教學策略之實驗研究。國立台灣師範大學教育心理與輔導研究所博士論文。余民寧(民86)：有意義的學習-概念構圖之研究。臺北市：商鼎。
余民寧、陳嘉成(民85)：概念構圖:另一種評量方法。政大學報 , 73期, 161- 200頁。宋曜廷(民89)：先前知識、文章結構和多媒體呈現對文章學習的影響。國立台灣師範大學教育心理與輔導研究所博士論文。李永吟(民87)：認知教學─理論與策略。台北：心理。
李秀娟(民86)：不同教學策略對國中生學習生物的影響。國立台灣師範大學科學教育研究所碩士論文。林純年(民86)：概念圖對國小學童自我學習科學說明資料之影響。國立台南師範學院國民教育研究所碩士論文。林清山譯(民79) :教育心理學-認知取向。台北市：遠流。
林麗寬譯(民86)：學習革命。台北縣：中國生產力。
邱上真(民78a)：知識結構的評量：概念構圖技巧的發展與試用。國立台灣教育學院特殊教育學系暨研究所特殊教育學報，4期，215-244頁。邱上真(民78b)：後設認知研究在輕度障礙者教學上的應用。特殊教育專刊，30期，12-16頁。
邱上真、謝兆樞、蔡長添、許松樑(民78)：國中生物科概念「構圖技巧」評量研究。國科會專題研究報告。岳修平譯(民87)：教學心理學─學習的認知基礎。台北市：遠流。
胡永崇(民84)：後設認知策略教學對國小閱讀障學童閱讀理解成效之研究。國立彰化師範大學特殊教育研究所博士論文。徐照麗(民85)：以建構主義為基礎的教學設計。載於建構主義的教學研討會手冊，國立台中師範學院初等教育系，6-17頁。
許松樑(民78)：國中生物科概念「構圖技巧」評量研究。國立臺灣教育學院科學教育研究所碩士論文。
許健將(民89)：建構主義。載於洪志成主編：教學原理。高雄市：麗文文化，60-65頁。
張春興(民78)：張氏心理學辭典。台北市：東華。
張春興(民85)：教育心理學─三化取向的理論與實踐。台北市：東華。
張春興、林清山(民70)：教育心理學。台北市：東華。
郭生玉(民76)：心理與教育測驗。台北市：精華。
郭靜姿(民81)：閱讀理解訓練方案對於增進高中學生閱讀策略運用與後設認知能力之成效研究。國立台灣師範大學教育研究所博士論文。陳嘉成(民85)：以概念構圖為學習策略之教學對小學生自然科學習之成效結果。國立政治大學教育研究所碩士論文。
黃希庭等譯(民81)：認知心理學。台北市：五南。
黃秀瑄、林瑞欽編譯(民80)：認知心理學。台北市：師大書苑
黃萬居(民81)：師範學院學生的念構圖和化學成就、科學過程技能邏輯思考能力和性別相關之研究。臺北市立師範學院學報，23期，345-356頁。黃萬居(民82a)：國小學生的概念構圖和自然科學學習成就之研究。臺北市立師範學院學報，24 期，47-66頁。黃萬居(民82b)：概念構圖與國小自然科學教學。國小數理科教育學術研討會。台東縣：國立台東師範學院。
廖年淼、周春美(民87)：工業類科教材教法。雲科大教育學程。
蔡銘津(民84)：文章結構分析策略教學對增進學童閱讀理解與寫作成效之研究。國立高雄師範大學教育學系博士論文。鄭宇樑(民86)：後設認知閱讀教學對國小學生科學文章閱讀理解、閱讀態度及後設認知能力影響之研究。國立台南師範學院國民教育研究所碩士論文。鄭昭明(民75)：知識的傳遞與理解歷程。載於認知與學習研討會專集(第一次) 行政院國科會印行，51-70頁。
鄭昭明(民83)：認知心理學：理論與實踐。台北：桂冠。
鄭麗玉(民89)：認知與教學。台北市：五南。
謝真華(民88)：概念構圖教學對國小四年級學童在自然科學習成效之研究。國立台南師範學院國民教育研究所碩士論文。鍾聖校(民79)：認知心理學。台北市：心理。
藍慧君(民80)：學習障礙兒童與普通兒童閱讀不同結構文章之閱讀理解策略的比較研究。國立台灣師範大學特殊教育研究所碩士論文。二、英文部分
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