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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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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