一、中文部份
林清山 (民79):教育心理學─認知取向。台北:遠流出版公司,頁87- 93。
林宏一 (民79):大一與高三學生「化學平衡」解題歷程與行為之分析。 國立彰化師範大學科學教育研究所碩士論文。林秀鳳 (民85):國小學童「地球運動」概念之研究。國立屏東師範學院國民教育研究所碩士論文。邱美虹 (民83):從自我解釋所產生的推論探究高中生化學平衡的學習。師大學報,39,頁489-524。邱美虹、翁雪琴 (民84):國三學生「四季成因」之心智模式與推理歷程之探討。科學教育學刊,第三卷第一期,頁23-67。邱美虹、劉嘉茹、周金城和梁家祺 (民88):認知師徒制對學生化學概念改變的影響。論文發表於中華民國第十五屆科學教育學術研討會。彰化市:國立彰化師範大學。邱美虹 (民89a):概念改變研究的省思與啟示,科學教育學刊,8(1),頁1-34。宋志雄 (民82):探究國三學生酸與鹼的迷思概念並應用以發展教學診斷工具。國立彰化師範大學科學教育研究所碩士論文。洪志明(民82):蒸餾實驗技能之概念學習模式。國立台灣師範大學科學教研究所博士論文。洪瑞英 (民87):高中生的「化學平衡」概念之研究。國立高雄師範大學科學教育研究所碩士論文。姜滿 (民85):國小學童對地球形狀及地心引力之另有概念研究Ⅱ──地球運動之想法及概念改變歷程。國科會專題研究報告,NSC85-2511- S-024-001。
高紹源 (民85):閱讀高中化學教科書後對高一學生所具有之迷思概念影響之研究─勒沙特列原理。國立高雄師範大學科學教育研究所碩士論文。連啟瑞 (民84):師院學生化學平衡替代概念之定性研究。臺北師範學報,18期,頁289-319。
梁榮財 (民84):台灣四十年來高中化學教科書之內容研究。國立高雄師範大學科學教育研究所碩士論文。郭重吉 (民77):從認知觀點探討自然科學的學習。國立台灣教育學院學報,13,頁351-379。郭重吉 (民84):建構主義與科學教育的革新。科學教育學刊,第七卷第三期,頁213-224。郭重吉 (民88):學生科學知識認知結構的評估與描述。國立彰化師範大學學報,1,頁279-320。張春興、林清山 (民76):教育心理學。台北市:東華書局。
許健將 (民80):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 。國立彰化師範大學科學教育研究所碩士論文。陳啟明 (民80):發展紙筆測驗以探究高一學生對直流電路的迷思概念。彰化師範大學科學教育研究所碩士論文。陳珊珊 (民83):我國國三學生酸鹼概念之研究。台灣師範大學化學教育研究所碩士論文。
楊冠政 (民71):科學課程的概念結構。科學教育月刊,國立台灣師範大學科學教育中心,頁29。
裘維鈺 (民84):國小學童植物概念及相關迷思概念之探究。台中師院初等教育研究所碩士論文。蔡玟錦 (民81):發展紙筆測驗以探究高三學生對化學平衡的迷思概念並應用以發展教學診斷工具。國立彰化師範大學學報,12,頁149-174。劉嘉茹 (民89):以研究綱領與本體分類論的觀點探究概念改變機制之研究。國立台灣師範大學科學教育研究所博士論文。
歐陽鍾仁 (民89):科學教育概論。台北:五南圖書出版公司,頁78、頁129、頁142-144。
鄭昭民 (民82):認知心理學──理論與實踐,桂冠圖書公司。
鍾聖校 (民79):認知心理學。台北市:心理出版社。
謝秀月 (民79):小學、師院學生熱與溫度概念的另有架構。彰化師範大學科學教育研究所碩士論文。蘇育任 (民82):「兒童的科學」研究之沿革其對國小自然科教學之啟示。初等教育研究所集刊,1,頁 91-104。
二、英文部份
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