一、中文部分
王健（2008）。王者的智慧～新經濟時代的創新思考方法。山西人民出版社。
江啟昱(1995)。國小學童對科學的態度之性別差異。科學教育研究與發展，1，94-105。
吳心楷（1997）。科學學習相關的認知能力與認知風格之性別差異探討。科學教育月刊，204，16-23。吳英豪（2000）。國小學童對養動物與種植物之科學態度調查研究。國立台中師院研究所碩士論文，未出版。吳壁純、甘漢銧（1999）。有關種植與養殖方面的STS 議題之調查研究。 台北：STS 科學教育研討會論文彙編。
那寶生（2006）。中學數學教學中強化學童逆向思維能力的思考。數學教學研究，6，54-50。
李崑山（1996）。國民小學戶外教學理論與實務初探。環境教育，29，62-70。
林世娟（2001）。國小學童「科學態度」及「對科學的態度」之研究～以植物的生長教學活動為例。國立台北師範學院數理教育研究所碩士論文。林秀珍（2007）。經驗與教育探微：杜威（J. Dewey）教育哲學之詮釋。台北：師大書苑。
林美珍（2007）。經驗與教育探微。台北：師大書苑。
林美珍（1996）。兒童認知發展。台北：心理。
林清山 (1990)：教育心理學～認知取向。台北：遠流。
沈中偉（1992）。蓋聶教學理論在教學設計上之應用與啓示。視聽教育雙月刊33（4），228-237。林玉体（1984）。西洋教育史。台北：文景。
林寶山（1994）。教學原理與技巧。台北：五南。
邱美虹、周金城（2005）。美國百年科學教育的發展。教育資料與研究，64，19-40。范德鑫（1992）。國民中小學學科基本學習成效之涵義。國立台灣師範大學，學科基本學習成效評量研討會，13-16。
常征、于雷（2008）。青少年邏輯思維能力訓練：方法應用版。北京：中央編譯出版社。
許榮富（1989）。資料處理及下結論技能之評量模式分析研究。師大學報，34，219-262。張春興（1997）。教 育 心 理 學 — 三 化 取 向 的 理 論 與 實 踐 。 台 北 ： 東 華 書 局 。
張春興（1994）。教育心理學：三化取向的理論與實踐。台北：東華。
張春興（1991）。現代心理學。台北：東華。
張新仁（1990）。從資訊處理談有效的學習策略。教育學刊，9，47-66 。張鳳琴（1995）。探究式科學實驗教學活動。菁莪，7(3)，13-19。
教育部（2006）。國民中小學九年一貫課程暫行綱要—自然與生活科技學習領域。台北：教育部。
黃玉梅（1989）。兒童讀物對兒童性別角色態度之影響研究。私立中國文化大學家政研究所碩士論文。楊文金（1987）。統整科學過程技能實作評量分析研究。國立臺灣師範大學物理研究所碩士論文，未出版，台北。楊坤原（2000）。教學主義與建構主義對電腦輔助教學設計的意含。視聽教育雙月刊，42(3)，14-27。楊龍立（2000）。科學教導學-自然科教材教法。台北：文景書局。
楊龍立（1992）：科學教育中性別差異的解釋。國立臺灣師範大學教育研究所集刊，34，1-27。楊龍立（1991）。中學生在科學成就及對科學的態度中性別差異的探討。台師大教研所博士論文。楊龍立(1990)：中小學生在科學成就及對科學的態度中性別差異的探討。國立台灣師範大學教育研究所博士論文。
熊召弟、王美芬、段曉林和熊同鑫譯（1996）。Glynn, S. M., Yeany, R. H. & Britton, B. K.著，The Psychology of Learning Science.「科學學習心理學」。台北︰心理。
歐用生（2002）。快樂學習或安樂死？～體驗學習的批判教育學意涵。課程與教學季刊，5（4），107-124。歐用生（1989）：質的研究。台北：師大書苑。
歐用生（1989）。國民小學社會科教學研究。台北：師大書苑。
羅寶鳳、白亦方（2002）。經驗學習理論在九年一貫課程教學策略上的應用。課程與教學季刊，5（4），89-106。武荷嵐、楊友源、鄭美紅（2008, 6）。淺談美國國家教育進步評估中的科學評估。亞太科學教育論壇， 9 （1），17。資料來源http://www.ied.edu.hk/apfslt/
二、 英文部分
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Bruner, J. (1960). The process of education. Cambridge, MA：Harvard University Press.
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Driver, R., & Bell, B. (1986). Students’thinking and the learning of science: A constructivist view. School Science Review,67(240), 443-456.
Eisenberg, N., Martin, C. L., & Fabes, K. A. (1996). Gender development and gender effects. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp.358-398). New York: Macmillan.
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Fosnot, C. T. (1996). Constructivism: A psychological theory of learning. In C. T. Fosnot (Eds.), Constructivism: theory, perspectives and practice (pp.3-7). New York: Teachers College Press.
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Hewson, M. G., & Hewson, P. W. (1983). Effect of instruction using students’ prior knowledge and conceptual change strategies on science learning. Journal of Research in Science Education,20(8), 731-743.
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