一、 中文部分
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江新合（1997）:開發心理學研究。未出版。
危止芬（1999）(譯):心理測驗。台北市:雙葉書廊有限公司。Anastasi, A. & Urbina, S. (1996). Psychological Testing. New York: teachers college, Fordham university.
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李萬吉（2000）:國小自然（第九冊）。台北市:康軒文教事業股份有限公司。
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李錫津（1987）:創造思考教學對高職生創造力發展的影響。台北市:國立台灣師範大學教育與心理輔導研究所碩士論文（未出版）。沈高毅（2001）(譯):A. I.人工智慧--不可思議的心靈。台北市:揚智文化公司。Aleksander, I. (1998). Impossible Minds: My Neurons, My Consciousness. World Scientific Publishing Co. Pet. Ltd.
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林幸台（1974）:創造性教學對才賦優異創造力發展的影響。國立台灣師範大學教育研究所碩士論文（未出版）。
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林佩芝（譯）（1997）:創造心靈-七位大師的創造剖析。台北:牛頓。
林庭華（1999）:創造性問題解決教學方案對幼兒創造力、問題解決能力的影響。正修學報，12，175-191。
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林顯輝（2000）:國小學童科學創造力特性及開發之研究（2/2）。行政院國家科學委員會專題研究成果報告:NSC87-2511-S-153-001。
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洪文東（1997）:創造性思考與科學創造力的培養。國教天地，123，10-14。洪文東（1998）:創造型資優兒童的特徵及學生科學創造力培育之探討。科學教育研究與發展月刊，10，6-13。洪文東（1999）:國小學童科學創造力特性開發之研究---子計劃一:創造型兒童之思考特性研究。行政院國家科學委員會專題研究成果報告:NSC87-2511-S-153-015。
洪文東（2000a）:從問題解決的過程培養學生的科學創造力。屏師科學教育,11,52-62。洪文東（2000b）:國小學童科學創造力特性開發之研究---子計劃一:創造型兒童之思考特性研究。行政院國家科學委員會專題研究成果報告:NSC87-2511-S-153-002。
洪文東（2001）:從問題解決能力培養學生的科學創造力:化學學習活動模組與教學活動設計。行政院國家科學委員會專題研究成果報告:NSC87-2511-S-153-006。洪文東和李震甌（2001）:從科學問題的解決看創造思考的研究。屏師科學教育，14，46-59。
洪振方（1996）:認知與建構。八十五年度「科學教育學門-資源整合修訂」研究報告，4-6。台北市:行政院國家科學委員會。
洪振方（1998）:科學創造力之探討。高雄師大學報,9,289-302。洪振方和賴羿蓉（1997）: 教師對以邏輯實證與後邏輯實證主義科學哲學觀建構之電化電池發展史教材的認識與抉擇。科學教育學刊，5（3），347-390。
洪 蘭（1999）（譯）:不同凡響。台北:遠流。Sternberg,R.J. & Lubart T.I.（1985）. Defying the Crowd. Big Apple Tuttle-Mori Agency, Inc.
胡金枝（1995）:國小資優生的學習動機、批判思考與 其國語科之學業成就之關係。初等教育研究集刊，3，201-205。柳秀蘭（1994）:「創造」的理論探討。國教園地，48，55-59。唐偉成（1998）:開發科學創造之教學策略研究--應用於國小自然科。高雄市: 國立高雄師範大學碩士論文（未出版）。秦秀蘭（1994）:台北市國小高年級聽覺障礙學生創造力及其相關因素之探討。台北市: 國立台灣師範大學碩士論文（未出版）。郭有遹(1985):創造心理學。台北:正中書局。
郭有遹(1989):創造的定義及其所衍生的問題。創造思考教育，1，10-12。郭有遹(1994):創造性問題解決法。台北市:心理。
郭秀枝（1994）：視覺障礙學生創造傾向、認知風格、創造動機、創造表現及其關係之研究。台北市: 國立台灣師範大學碩士論文（未出版）。郭靜姿（1994）:不同閱讀能力學生成敗歸因方式、策略運用與後設認知能力之差異比較。師大學報，39，284-325。陳文典 (1999)：「自然與科學」學習領域課程。載於中華民國教材研究展學會主編:邁向課程新紀元，上，139-146。台北縣: 中華民國教材研究展學會。
陳易芬（1995）:測驗簡介--問題解決測驗。測驗統計簡訊,5,32-36。
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陳龍安(1997):創意與生活。台北:五南出版社
陳龍安(2000):創意思考教學。台北:師大書苑有限公司。梁家祺（1999）:創造力在科學教育上的意涵。國立台灣師範大學科學教育研究所:科教人,3,1-13。
教育部（1993）:國民小學課程標準。台北:台捷。
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張玉成（1983）:教師發問技巧與其對學生創造思考能力影響之研究。台北市:教育部教育計劃小組編印。張玉成（1993）:思考技巧與教學。台北市:心理出版社。
張玉成和陳秀菊(1984):創造性教學與資優教育。資優教育季刊,11,12-15
張世彗（1988）:創造性問題解決方案對國小資優班與普通班學生創造性問解決能力、創造力和問題解決能力之影響。國立台灣師範大學特殊教育研究所碩士論文（未出版）。張巨青和吳寅華（1994）:邏輯與歷史--現代科學方法論的嬗變。台北:淑馨。
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張春興（1987）:張氏心理學大辭典。台北市:東華書局。
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張憶壽譯(1970),坡里雅(George Polya)著，怎樣解題。台北市：長橋。
項退結編譯，布魯格編著（1992）:西洋哲學辭典。台北:華香園出版社。
程樹德、傅大為、王道還和錢永祥（譯）（1994）:科學革命的結構。台北:遠流。
曾繁鈞（2000）:社會科創造性問題解決教學對國小兒童創造性、問題解決能力及社會科學習成就之影響。屏東縣:國立屏東師範學院碩士論文（未出版）。黃光雄（1983）:培養國小資優兒童自然學科創造能力教學之實驗研究。新 竹師專特教中心。
黃幸美（1995）:類比推理思考及其在教學上的應用。教育研究資訊,3（3）,128-142。黃懿梅（2000）: 批判思考與教育的關係--論McPeck與Siegel的相關理論。台大哲學評論，23，137-173。許靜霙（1997）:國小學童學習風格、語文推理、創造力問題解決之關係。屏東縣:國立屏東師範學院國民教育研究所碩士論文（未出版）。詹秀美（1989）:國小學生創造力與問題解決能力的相關研究變項。台北市:國立台灣師範大學教育與心理輔導研究所碩士論文（未出版）。詹秀美和吳武典（1991）:問題解決測驗指導手冊。台北:心理。
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楊坤源（2001）:創造力的意義及其影響因素簡介。科學教育月刊，239，3-12。
楊雅惠（1991）: 創造思考教學對國小啟聰班學生國語科創造性思考和學業成就之影響。教師天地，53，62。楊國樞（1973）:中國兒童行為的發展。台北市:環宇。
葉玉珠和吳靜吉（1992）:中小學生批判思考與學業成績之相關研究。教育心理與研究，15,79-100。
劉誌文（1994）:國民小學自然科創造性問題解決教學效果之研究。台南市:國立台南師範學院初等教育研究所碩士論文（未出版）。劉曜源（1999）:國小學生問題解決能力之探討。國教天地，136，24-29。
蔡玉瑟（1997）:國小高成就與低成就資優兒童的人格特質與其學習行為、生活適應之比較研究。台中師院學報，11，580-592。鄭湧涇（1987）:適合高中科學才賦優異學生的教學方案。資優教育季刊，27，1-6。鄭昭明（1993）:認知心理學。台北:桂冠圖書公司
鄭麗玉（1993）:認知心理學。台北市:五南。
鍾聖校（1990）:認知心理學。台北市:心理。
戴禮明（1976a）:性別、年級智慧功能的關係。國立政治大學教育研究所碩士論文（未出版）。戴禮明（1976b）: 性別差異在教育上的涵意。國教之聲，10(1)，15-16。簡真真（1984）:國小資優實驗班學生創造力與問題解決能力發展之研究。國立高雄師範大學教於研究所碩士論文（未出版）。簡惠燕（2000）:國小學童在科學問題解決過程中創造力與後設認知之相關研究。屏東縣:國立屏東師範學院碩士論文（未出版）。謝季宏（1973）: 智力、學習習慣、成就動機及家長社會地位與國中學生學業成就之關係。台北市:國立政治大學教育研究所碩士論文（未出版）。饒見維（1994）:知識場論:認知、思考與教育的統合理論。台北市:五南圖書出版公司。
二、英文部分
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