參考文獻:
一、中文部分
王美芬、賴阿福(民82)。國小一、二、三年級學生「生物構造配合功能」的概念發展研究(I)。行政院國家科學委員會專題研究成果報告(報告編號:NSC8l-O111-S- 133-501-N),未出版。
王國華(民87)。建構與學習【電子版本】。建構與教學,第一期。民91年3月28日,取自http://www.bio.ncue.edu.tw/c&t/issue1-8/v1-1.htm江新合(民81)。建構主義式教學策略在國小自然科教學的應用模式。論文發表於81年度國小自然科學教育學術研討會,3-20。
余民寧(民86)。有意義的學習-概念構圖之研究。台北:商鼎文化出版社。
李珀(民87)。國中英語迷思概念之探討。民90年10月5日,取自http://www. fhjh.tp.edu.tw /mid00/prit002.htm
何俊青(民89)。建構主義式概念教學在國民小學社會科的實驗研究。國立高雄師範大學教育學系博士論文,未出版,高雄市。林麗羨(民85)。泰雅族學童「遺傳概念」之研究。國立花蓮師範學院國民教育研究所碩士論文,未出版,花蓮縣。邱美虹(民88)。概念改變研究的省思與研究。科學教育學刊,8(1),1-34。官翰德(民87)。結合電腦模擬的概念改變教學策略對兒童密度相關概念學習。國立花蓮師範學院國小科學教育研究所碩士論文,未出版,花蓮縣。侯美珠(民89)。兒童的遺傳概念。屏師學報,106-112。
施惠(民82)。國小學生對動物生殖類型的概念結構研究。行政院國家科學委員會專題研究成果報告(報告編號:NSC81-0111-S134-03-N),未出版。
段曉林(民86)。我的教學符合建構主義嗎【電子版本】。建構與教學,第五期。民91年3月28日,取自http://www.bio.ncue.edu.tw/c&t/issue1-8/ v5-1.htm唐偉成(民89)。建構主義的基本概念與教學模式【電子版本】。翰林文教雜誌,第三期。民91年3月15日,取自http://www. worldone.com.tw/magazine/ 03/03_11.htm郭金美(民85)。學童光學概念改變教學之研究。嘉義師院學報,10期,407-
453。
郭重吉(民81)。從建構主義的觀點探討中小學數理教學的改進。科學發展月刊,20卷5期,548-570。郭重吉(民86)。迎接廿一世紀的科學教育。教學科技與媒體,33期,3-11。郭重吉(民87)。建構主義與數理教學【電子版本】。建構與教學,第一期。民91年3月15日,取自http://www.bio.ncue.edu.tw/c&t/issue1-8/v1-1.htm郭重吉(民88)。漫談建構主義在數理教學上的應用【電子版本】。建構與教學,第十六期。民91年3月15日,取自http://pei.cjjh.tc.edu.tw/sci-edu/ edu _3_17.htm郭重吉、江武雄、王夕堯(民89)。從理論到實務談建構主義。論文發表於89年度台中縣建構教學觀摩及台中市小班教學研習會。
陳世輝(民83)。兒童遺傳概念之研究。行政院國家科學委員會專題研究成果報告(報告編號:NSC83-0111-S-026-004-N),未出版。
陳清河(民90)。從建構式教學觀探究國小六年級學童對「族群與群落」概念之學習。臺中師範學院自然科學教育學系碩士論文,未出版,台中市。陳惠美(民83)。電腦教學軟體畫面設計之探討。視聽教育雙月刊,35(6),12-23。陳振威(民88)。學生概念生態組成因子之研究-以密度/浮沈概念為例。國立花蓮師範學院國小科學教育研究所碩士論文,未出版,花蓮縣。。許桂敏(民83)。電腦輔助教學與傳統教學在微積分學習效果上之比較研究。行政院國家科學委員會專題研究成果報告(報告編號:NSC82-0111-S011 -011A)。
許榮富(民80)。科學概念發展與診斷教學研究合作計劃謅議。科學發展月刊,第十八卷,第二期,150-157。許榮富、黃芳裕(民84)。當今科學概念發展研究賦予科學學習的新意義。科學教育月刊,178期,2-13。許榮富、楊文金、洪振方(民79)。學習環的理論基礎及其內涵分析:物理概念教學理念的新構思。物理會刊,12卷5期,375-398。許健將、郭重吉、李成康(民85)。利用二段式測驗探查高三學生有關共價鍵及分子結構之迷思概念。彰師科學教育,175∼197。張川木(民84)。促進概念改變教學法(I)。科學教育月刊,185,21-23。張川木(民85)。學童科學概念與課程設計。科學月刊,27(2),149-157。張世忠(民89)。建構教學:理論與應用。台北:五南圖書。
張財通(民83)。兒童腦力開發畫冊。根華:台北。
張靜嚳(民84)。問題中心教學在國中發展之經過、效果及可行性之探討。科學教育學刊,3卷2期,139-165。張靜嚳(民87a)。何謂建構主義【電子版本】。建構與教學,第三期。民91年3月15日,取自http://www.bio.ncue.edu.tw/c&t/issue1-8/v3-1.htm張靜嚳(民87b)。建構教學:採用建構主義,如何教學【電子版本】。建構與教學,第七期。民91年3月15日,取自http://www.bio.ncue.edu.tw/c&t/ issue1-8/v7-1.htm程似錦(民86)。CAL在國中生物科遺傳單元補救教學之研究。國立高雄師範大學科學教育研究所碩士論文,未出版,高雄市。黃世傑(民87)。教學/主動/建構【電子版本】。建構與教學,第一期。民91年3月15日,取自http://www.bio.ncue.edu.tw/c&t/issue1-8/v1-1.htm
黃台珠(民73)。概念的研究及其意義。科學教育月刊,66期,44-51。
黃台珠(民79)。中學生遺傳相關錯誤類型的探討。科學教育月刊,133期,34-53。
黃台珠(民82)。國中生物遺傳教學的改進研究。高雄師大學報,5期,114-135。
黃皓陽(民88)。生物學(上)(下)。台北:藝軒圖書出版公司。
黃萬居(民89)。科學概念研究近況。科學教育研究與發展,18期,3-5。
黃湃翔(民90)。概念改變的教學模式。中等教育,第五十二卷,第一期,164-173。
賈本惠(民90)。國小五年級學童光合作用概念改變教學策略之研究。屏東師範學院數理教育研究所碩士論文,未出版,屏東縣。蔡武城(民77)。現代遺傳學。台北:五洲出版社。
魏金財(民81)。小學遺傳概念教學與教學科技:一個嘗試性做法的實例探討。教學科技與媒體,6期,13-19。魏金財、黃聲儀 (民81)。兒童對雨量之概念及其概念之改變類型。國教學報,第四期,225- 254。曾志朗(民87)。迎接基因複製新紀元。洪蘭譯:基因複製。台北市:遠流出版社。
曾志朗(民88)。網路上的科學教育【電子版本】。建構與教學,第十期。民91年3月31日,取自http://www.bio.ncue.edu.tw/c&t/issue9-10/v10-2.htm湯清二(民79)。迷思概念與科學教學改進研究(I)「以遺傳概念為例」。彰化師範大學學報,1,367-393。湯清二(民82)。我國學生生物細胞概念發展研究─迷思概念之晤談與概念圖。彰化師範大學學報,4,141-170 。湯清二(民86)。交互式多媒體教學系統在國中學生學習細胞分裂的成效研究。科學教育學刊,4(1),1-30。湯清二(民89)。我國非主修生物大學生對DNA 認知的瞭解與改善學習的策略探討。科學教育學刊,8(1),101-121。湯偉君、邱美虹(民89)。美國新標準。科學教育月刊,233期,2-18。
楊坤原(民78)。中學生認知能力與遺傳學概念學習之相關研究。國立台灣教育學院科學教育研究所碩士論文,未出版,彰化縣。熊召弟 (民84)。學童的生物觀。國民教育,35卷,7,8期,9-13。
熊召弟、王美芬、段曉林、熊同鑫譯(民85)。科學學習心理學。台北:心理出版社。
鄭湧涇(民90)。國一學生生物概念學習之研究(III)。行政院國家科學委員會專題研究成果報告(報告編號:NSC89-2511-S-003-097)。
劉宏文、張惠博(民90)。高中學生進行開放式探索活動之個案研究-問題的形成與解決。科學教育學刊,9(2),169-196。謝青龍(民85)。從「迷思概念」到「另有架構」的概念改變。科學教育月刊,80期,23-28。薛靜瑩(民86)。國小國中學生的遺傳先前概念。國立師範大學生物學研究所碩士論文,未出版,台北市。薛靜瑩、林陳浦(民88)。學生對遺傳先前概念之探討。科學教育月刊,217期,2-16。
戴文雄、胡俊宏、陳華昌和郭德盛(民86)。多媒體電腦輔助學習系統建構模式之研究。視聽教育雙月刊,38(6),1-6。顏龍源(民89)。主題化的電腦融入課程概念。資訊與教育,80期,32-40。盧莉敏、王國華(民87)。國中生物科施行概念改變教學策略之研究。發表於第十四屆科學教育研討會,417-421。
二、英文部分
Ausubel, D. P. (1968). The Psychology of meaningful verbal learning.( 2nd ed.). New York, NY: Grune & Stratton.
Baker, P., & King, T. (1993). Evaluating interactive multimedia courseware a methodology. Computers Educating, 21(4), 307-319.
Biddulph, F., & Osborne, R.(1984). Pupils’ ideas about floating and sinking. Paper presented to Australian Science Education Research Association Conference. (ERIC Document Reproduction Service No. ED252400.)
Blosser, P. E. (1987). Science misconceptions research and some implications for the teaching of science to elementary school students. (ERIC Document Reproduction Service No. ED282776.)
Bruner, J. (1993). School for thought: A science of learing in the classroom. Cambridge: MIT press.
Carey, S. (1985). Conceptual Change in Childhood, MIT Press, Cambridge, Massachusetts.
Chi, M. T. H., Slotta, J. D., & deLeeuw, N. (1994). From things to processes. A theory of conceptual change for learning science concepts [special issue]. Learning and Instruction, 4, 27-43.
Cho, H-H., Kahle, J.B., & Nordland, F.H. (1985). An investigation of high school biology textbooks as sources of misconceptions and difficulties in genetics and some suggestion for teaching genetics. Science Education,69(5),707-712.
Clough, E. E., & Wood-Robinson, C.(1985). Children’s understanding of inheritance. Journal of Biological Education.19(4), 304-310.
Colburn, A. (2000). Constructivism: Science education''''s "grand unifying theory". The Clearing House. 74(1), 9-12.
Osborne, R., & Freyberg, P. (1985). Learning in science: The implication of children’s science. Auckland: Heinemann.
Deadman, J. A., & Kelly, R. J. (1978). What do secondary school boys understand about evolution and heredity before they are taught the topics? Journal of Biological Education.12, 7-15.
Driver, R. , & Oldham, V. (1986). A constructivist approach to curriculum development in science. Studies in Science Education, 13, 105-122.
Finley, F. N., Stewart, J., & Yarroch, W. L. (1982). Teachers'''' perceptions of important and difficult science content. Science Education, 66(4), 531-534.
Gil-Perez, D. (1996). New trends in science education. International Journal of Science Education, 18 (8), 889-901.
Good, T., & Brophy, J(1995). Contemporary educational psychology. (5 th ed.). New York:Logman.
Goodenough, F.(1926). Measurement of intelligence by drawing. Great Britain: World Book Co.
Hackling, M. W., & Treagust, D. F. (1984). Research data necessary for meaningful review of grade-ten high school genetics curricula. Journal of Research in Science Teaching, 21(2), 197-209.
Hand, B., & Treagust, D. F.(1991). Student achievement and science curriculum
development using a constructive framework. School Science and Mathematics,
91, 172-176.
Hewson, P.W. (1981). A conceptual change approach to learning science. European Journal of Science Education, 3, 383-396.
Hodson, D., & Hodson, J. (1998). From constructivism to social constructivism: A Vygotskian perspective on teaching and learning science. School Science Review, 79 (289), 33-41.
Jensen, M. S., Wilcox, K. J., Hatch, J. T., & Somdahl, C. (1996). A computer-assisted instructionunit on diffusion and osmosis with a conceptual change design. Journal of Computers in Mathematics and Science Teaching, 15(1,2), 49-64.
Kargbo, D.B., Hobbs, D., & Erickson, G.L. (1980). Children’s beliefs about inherited characteristics. Journal of Biological Education. 14, 137-146.
Lawson, A.E., Abraham, M.R., & Renner, J.W. (1989). A theory of instruction: Using the learning cycle to teach science concepts and thinking skills, NARST MONOGRAPH, number 1.
Lewis, J., & Wood-Robinson, C. (2000). Genes, chromosomes, cell division and inheritance - do students see any relationship? International Journal of Science Education, 22(2), 177-196.
Longden, B. (1982). Genetics are there inherited learning difficulties ? Journal of Biological Education, 16(2), 135-140.
Loucks-Horsley, S.(1990). Elementary School Science for the ‘90’s Andover. MA:Network.
Lynne,A. I., & Leigh, Z. (1993). Computer-based concept mapping: active studying for active learners. The Computing Teacher, August/September, 6-11.
Mintzes, J.J., Wandersee, J.H., & Novak, J.D. (1998). Teaching Science for Understanding: A Human Constructivist View. Academic Press.
Moll, M. B., & Allen, R.D. (1987). Student difficulties with Mendelian genetics problems. American Biology Teacher. 49(4), 229.
Naylor, S., & Keogh, B. (1999). Constructivism in classroom: theory into practice. Jourrnal of Science Teacher Education. 10(2), 93-106.
Okeke, E. A. C., & Wood-Robinson, C. (1980). A Study of Nigerian Pupils'''' Understanding of Selected Biological Concepts. Journal of Biological Education. 14(4), 329-38.
Osborne, R. J., & Bell, B. F. (1983). Science teaching and children’s views of the world. European Journal of Science Education. 28, 113-143.
Osborne, R. J., & Freyberg, P. (1985). Children’s science. Heinemann Publishers: Auckland, New Zealand.
Osborne, R. J., & Freyberg, P. (1985). Learning in science: the implication of children’s science. Heinemann Publishers: Auckland, New Zealand.
Osborne, R. J., & Wittrock, M. (1985). The generative learning model and implications for science education. Studies in science education, 12, 59-87.
Parrill, A. L., & Gervay, J. (1997). Fostering Curiosity-Driven learning through interactive multimedia representation of biological molecules. Journal of Chemical Education, 74, 1141-1142.
Pashley, N.R. (1994). A-level students: Their problems with gene and allele. Journal of Biological Education, 28(2), 120-125.
Piaget , J. (1983). Piaget’s theory. In P. Mussen (ed.), Handbook of child psychology. (4th ed., Vol. 1). NY: Wiley.
Pintrich, P. R., Marx. R. W., & Boyle, R. A. (1993). Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63, 167-200.
Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66, 211-227.
Ramorogo, G., & Wood-Robinson, W. (1995). Batswana children''''s understanding of biological inheritance. Journal of Biological education, 29(1), 60-78 .
Reiss, M. J., &Tunnicliffe, S.D. (1999). Conceptual development. Journal of Biological Education, 34(1), p.13-16.
Rumelhart, D. E., & Norman, D. A. (1981). Simulating a Skilled Typist: A Study of Skilled Cognitive Motor Performance. [CD-ROM]. (ERIC Document Reproduction Service No. ED203050.)
Solomon, G. E. A., & Johnson, S. C. (2000). Conceptual change in the classroom: Teaching young children to understand biological inheritance. British Journal of Developmental Psychology, 18(1), 81-96.
Solomon, G. E. A., Johnson, S. C., Zaitehik, D., & Carey, S. (1996). Father, like son :young children''''s understanding of how and why offspring resemble their parents. Child Development, 67, 151-171.
Springer, K., & Keil, F.C.(1989). On the development of biologically specific beliefs: the case of inheritance. Child Development, 60, 637-648.
Springer, K., & Keil, F.C.(1991). Early differentiation of causal mechanisms appropriate to biological and nonbiological kinds. Child Development, 62, 767-781.
Stewart, J. R. (1982). Difficulties experienced by high school student when learning Mendelian genetics. American Biology Teacher, 44(2), 80-84.
Stewart, J. R., & Dale, M. (1989). High school students’ understanding of chromosome /gene behavior during meiosis. Science Education, 73(4), 501-521.
Stewart, J. R., Hfner, R., & Dale, M.(1990). Students’ alternative views of meiosis. American Biology Teacher, 52, 228-236.
Tiberghien, A. (1985). The development of ideas with teaching. In Driver E. Guesne, & a. Tiberghien (Eds.), Children’s ideas in science. 67-84. Milton Keynes, UK: Open University.
Tolman, R. R. (1982). Difficulties in genetics problem solving. American Biology Teacher, 44(9), 525-527.
Tyson, L. M., Venville, G. J., Harrison, A. G., & Treagust, D. F. (1997). A multi-dimensional framework for interpreting conceptual change events in the classroom. Science Education, 81, 387-404.
Venville, G. J., & Treagust, D. F. (1998). Exploring Conceptual Change in Genetics Using a Multidimensional Interpretive Framework. Journal of Research in Science Teaching 35(9), 1031-1055.
Von Glasersfeld, E. (1996). Footnotes to "the many faces of constructivism".
Educational Researcher, 25, 19.
Vosniadou, S. (1994). Capturing and modeling the process of conceptual change [special issue]. Learning and Instruction, 4, 45-69.
Vygotsky, L.S.(1978). Mind in society: the development of highter psychological process. Cambridge. MA: MIT Press.
Wheatley, G.H. (1991). Constructivist perspectives on science and mathematics learning. Science Education, 75(1), 9-21.
Williams, J. M., & Tolmie, A. (2000). Conceptual change in biology: Group interaction and the understanding of inheritance. British Journal of Developmental Psychology, 18(4), 625-649.
Wood-Robinson, C. (1995). Children’s biological ideas: Knowledge about Ecology, Inheritance, and Evolution. In S.M. Glynn & R. Duit, (Eds.) Learning Science in the Schools: Research Reforming Practice (p.111-130). Lawrence Erlbaum Associates, Publishers, New Jersey.