參考文獻
王文科(1991)。教育研究法。台北,五南圖書公司。
王美芬(1991)。自然科錯誤概念之研究。台北市師範學院學報,22,367-400。
王靜如(1997)。現代的學習認知研究與建構論賦與科學教育改革的啓示。屏東科學教育,5,2-13。
田耐青(1996) 。建構論的學習理念-以「瞎子摸象」故事為例。研究資訊,13(6),89-93。
朱則剛(1993)。教學設計核心理念-學習理論與教學理論知識基礎的探究。視聽教育雙月刊,35(2),6644-6675。余民寧(1997)。有意義的學習-概念構圖之研究。台北,商鼎文化出版社。
杜佳真(1997) 。建構論在數學教學上的應用。科學教育研究與發展,7,14-23。
邱佳椿、魏永興、詹勳從、陳政偉&歐鏔寬(2003)。以認知學派之學習理論為基礎的教育理論。大安高工學報,14,158-169。
李芳樂(1993)。數學錯誤成因的探討。香港中文大學初等教育學報,4(1),77-82。
林清山(2000)。學習理論與教學心理學的互動。教育研究集刊,45,1-13。林清山、張景媛(1994)。國中生代數應用題教學策略效果之評估。國立台灣師範大學教育心理與輔導學系教育心理學報,27,35-62。林清山譯,Mayer原著(1991)。教育心理學-認知取向。台北,遠流出版公司。
林嬋娟(1999)。美國會計教育改革之發展。會計研究月刊,163,25-32。邵瑞珍、皮連生(1989)。教育心理學。台北,五南圖書公司。
秦麗花 (1995) 。國小數學學障兒童數學解題錯誤類型分析。特殊教育季刊,55,33-38。教育部(1998)。商業職業學校商業經營科課程標準暨設備標準。台北,商業類技職教育課程發展中心編著。
康瓊文(2004)。新初級會計總複習講義。台北,龍騰文化事業股份有限公司。
陳啓明(1991)。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,未出版,彰化市。
郭丁熒譯(1992)。追根究底談錯誤。國教之友,44(2),17-23。
郭正仁(2001)。高雄市國二生多項式四則運算錯誤類型之研究。國立高雄師範大學數學研究所碩士論文,未出版,高雄市。郭重吉(2001)。漫談建構主義在數理教學上的應用-建構主義旨趣何在。建構與教學,16,1-5。郭生玉(1999)。心理與教育測驗(13版)。台北,精華書局。
張景媛(1994a)。數學文字題錯誤概念分析及學生建構數學概念的研究。國立台灣師範大學教育心理與輔導學系教育心理學報,27,175-200。張景媛(1994b)。國中生數學學習歷程統整模式的驗證及應用:學生建構數學概念的分析及數學文字題教學策略的研究。國立台灣師範大學教育心理與輔導學研究所博士論文,未出版,台北市。張春興、林清山(1981)。教育心理學。台北,東華圖書公司。
張鳯燕(1991)。教導心理學微觀。師友月刊,284,24-29。
黃敏晃(1990)。幾則故事的啓示。國教研究雙月刊,12,24-29。
游恆山編譯,銀巴杜(P.G.Zimbardo)原著(1988)。心理學。台北,五南圖書公司。
黃朝琴(2003)。國小中年級兒童電學想法類型與概念改變之研究。國立嘉義大學國民教育研究所碩士論文,未出版,嘉義市。詹志禹(1994)。尖端教學法。台北,台北市教師研習中心編。
趙寧(1998)。教學設計之呈現方式在概念學習上的應用。台北,師大書苑。
鍾聖校(1994a)。對科學教育錯誤概念研究之省思。教育研究資訊,2(3),89-110。鍾聖校(1994b)。不同教學法對錯誤概念修正的影響。台北師院學報,7,169-204。
鍾聖校(1993)。修正錯誤概念之教學研究。台北,師大書苑。
鍾聖校(1992)。認知心理學(2版)。台北,心理出版社有限公司。
鍾惠珍、李香瑩(2003)。會計教育新挑戰。會計研究月刊,206,60-66。戴政吉(2001)。國小四年級學童長度與面積概念之研究。屏東師範學院數理教育研究所碩士論文,未出版,屏東市。謝哲仁、林清岳(2003)。無窮等比級數概念與運算錯誤類型之研究。美和技術學院學報,22(1),頁255-281。Robert D. Tennyson ,趙寧、單文經(2005)。學習理論與教學設計:連結的教學設計模式。教育研究月刊,131,61-75。
Schwarzenberger (1984)。錯誤的重要性-英國數學學會會長致辭。數學圈,21,73-80。
Abimbola, I.O.(1988).The problem of terminology in the study of student conceptions in science. Science Education, 72, 175-184.
Anderson, J. R. & Jeffries, R. (1985). Novice LISP errors: undetected losses of information from working memory. Human-Computer Interaction, 1, 107-131.
Ausubel, D. P. (1978). Educational psychology: a cognitive view (2Th ed) . New York: Holt, Rinehart & Winston.
Ausubel, D. P. (1963). The psychology of meaningful verbal learning : an introduction to school learning. New York: Grune & Stratton.
Ashlock, R.B. (1990). Error patterns in computation : a semi-programmed approach (5Th ed). Columbus : Merrill Pub. Co.
Baxter, P. & Dole, S. (1990). Research supplement working with the brain, not against it : correction of systematic errors in subtraction. British Journal of Special Education, 17(1), 19-22.
Booth, L. R. (1984).Algebra : children’s strategies and errors.
Windsor, UK: NFER-Nelson.
Borasi , R.(1987). Exploring mathematics the analysis of errors. For the Learning of Mathematics, 7(3), 2-8.
Bourne, L. E. & Dominowski , R. L.(1972). Thinking. Annual Review of Psychology, 23, 105-130.
Burton, W. H., Kimball, R.B. & Wing, R.L. (1960). Education for effective thinking. New York: Appleton Century Crofits .
Cox, L.S. (1975). System error in the four of vertical algorithms in normal and handicapped population. Journal of Research in Mathematics Education, 6, 202-220.
Davis, R.B.(1984).Learning mathematics:the cognitive science approach to mathematics education. Norwood, New Jersey: Ablex Pub. Co.
Demastes, S. S., Good, R. G. & Peebles, P. (1996). Patterns of conceptual change in evolution. Journal of Research in Science Teaching, 33(4), 407-431.
Driver, R., Guesne, E. & Tiberghien, A.(1985). Children’s ideas in science. Philadelphia : Open University Press.
Ginsburg, H.P.(1989). Children’s arithmetic : How they learn it and how you teach it (2nd ed.). Austin, Texas : PRO-ED.
Glaser, R.(1982). Instructional psychology: past, present, and future. American Psychologist, 37(3), 292-305.
Hashweh, M. Z.(1988). Descriptive studies of students’conceptions in science. Journal of Research in Science Teaching, 8(3), 229-249.
Matz, M.(1982). Towards a process model for high school algebra errors. In D. Sleeman & J.S. Brown, (Eds),Intelligent tutoring systems, New York, Academic Press .
Mayer, R. E.(1992). Cognition and instruction: their historic meeting within educational psychology. Journal of Educational Psychology,84(4),405-412.
Mayer, R.E.(1987).Education psychology : a cognition approach. New York:Freeman.
Mayer, R. E.(1982). Memory for algebra story problems. Journal of Educational Psychology, 74, 199-216.
Merrill, M. D., Tennyson, R. D. & Posey, L. O.(1992).Concept learning: an instructional design guide. Englewood, Cliffs, N.J : Educational Technology.
Novak, J.D.(1988). Learning science and the science of learning. Studies in Science Education, 15, 77-101.
Pines, A.L.(1978). Scientific concept learning in children subsequent to A-T instruction:The effect of prior knowledge on resulting cognitive structure. Paper presented at the Annual Conference of The National Association for Research in Science Teaching(NARST)held in Toronto, Canada.
Pines, A.L.(1977). Scientific concept learning in children: the effect of prior knowledge on resulting cognitive structure subsequent to A-T instruction. Unpublished Ph. D. dissertation, Cornell University.
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(2), 211-227.
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(2), 211-227.
Reif, F. (1987). Instructional design, cognition, & technology: applications to the teaching of scientific concepts. Journal of Research in Science Teching, 24(2), 309-342.
Robert, G.H.(1968). The failure strategies of third grade arithmetic pupils. Arithmetic Teacher, 442-446.
Roth, K. J.(1991). Reading science texts for conceptual change. In C.M. Santa & D.E. Alvermann (Eds.), Science learning : Processes and applications, 43-63, International Reading Association.
Royer, J. M., Cisero, C.A. & Carlo, M.S.(1993).Techniques and procedures for assessing cognitive skills. Review of Educational Research, Washington: Summer 1993, 63(2), 201-243.
Rumelhard, D.E. & Norman, D.A.(1981).Accretion, tuning and restructuring: three modes of learning. In R. Klatsky & J.W. Cotton (Eds) Semantic factors in cognition. Hillsdale, NJ: Lawrence Erlbaum Associates.
Tennyson, R. D. & Cocchiarella, M. J.(1986). An empirically based instructional design theory for teaching concepts. Review of Educational Research, 56(1), 40-71.
Tennyson, R. D., Youngers, J. & Suebsonthi, P. (1983). Acquisition of mathematical concepts by children using prototype and skill development presentation forms. Journal of Educational Psychology, 75, 280-291.
Toulmin, S.E.(1972). Human understanding. The Collective Use and Evolution of Concepts Princeton, (1),New Jersey:Princeton University Press.
Watts, M. & Bentley , D.(1987).Constructivism in the classroom:enabling conceptual change by words and deeds. British Research Journal, 13(2), 121-135.