壹、中文部分
化工科群科中心 (2009)。化工群學生專業能力內涵。台中:化工科群科中心。
于文正 (2014)。鷹架具體程度對創意發想的影響。科學教育研究期刊，59(2), 31-60。
王美芬、熊召弟 (1995)。國民小學自然科教材教法。台北：心理出版社。
王美芬、熊召弟 (2005)。國小階段自然與生活科技教材教法。台北市：心理出版社。
王素芸 (2001)。基本能力指標之發展與概念分析。教育研究資訊，9(1), 1-14。王貳瑞 (1995)。實務專題製作與報告寫作。台北：華泰。
王翠妃、余忠潔、段曉林 (2012)。探究教學對國中資優學生科學推理類型轉變之影響。特殊教育研究學刊，38(1)，79-106。王靜如 (2001)。小學教師科學本質概念及教學之研究。科學教育學刊，9(2)，197-217。毛連塭、郭有遹、陳龍安、林幸台 (2000)。創造力研究。台北︰心理出版社。
甘漢銧、熊召弟、鍾聖校(1996)。小學自然科課程教學研究。台北: 師大書苑。
吳明雄、許碧珊、饒達欽、簡明忠、陳建宏、張中一、黃秀玉 (2008)。高職學生技術創造力指標建構之研究。師大學報教育類(TSSCI)，53(3)，67-93。
吳莉蓉 (2008)。引用WebQuest整合圖書資訊利用教育課程對五年級學生專題製作表現之影響。(未出版之碩士論文)。佛光大學教育資訊學系。沈安如 (2005)。高職商業群「專題製作」課程內涵之規劃研究。(未出版之碩士論文)。國立雲林科技大學技術及職業教育研究所，雲林。沈健華、李順富、周春美、黃凱平(2002)。創造思考教學策略在技專院校企業管理系實務專題製作課程應用之研究。載於虎尾技術學院舉辦之彰雲嘉地區大專院校2002年研發成果聯合發表會論文集，雲林。
李美儀 (2013)。高職商業群專題製作之實施－學生經驗課程之研究。(未出版之碩士論文)國立臺北科技大學技術及職業教育研究所，台北。李清吟 (1995)。臺北工專電機科專題製作課程之規劃與實施。技術學刊, 10(3), 299-307..李暉 (1993)。國中理化教師試行建構主義教學之個案研究。(未出版之碩士論文)。國立彰化師範大學，彰化。
李榮彬 (2008)。台灣小學校本課程的發展與實踐。論文發表於2008年21世紀小學校本課程改革國際學術研討會暨東北師大附小第四屆教育研究發表會，中國：長春。
李賢哲 (2001)。以動手做（DIY）工藝的興趣培養中小學童具科學創造力之人格特質。科學教育月刊，243，1-7。
呂碧浵 (2012)。高級職業學校學生得獎作品指導教師之教學歷程分析研究：以餐飲科專題製作為例。雲林科技大學技術及職業教育研究所碩士論文。全國博碩士論文資訊網。林建輝 (2008)。高職電資群教師專題製作課程教學問題之研究。(未出版之碩士論文)。高雄師範大學工業科技教育學系，高雄。紀怡如 (2011)。校園環境議題融入高職設計群專題製作課程之教學行動研究。(未出版之碩士論文)。國立彰化師範大學藝術教育研究所，彰化。查子秀 (1997)。中德兒童技術創造力跨文化研究。人民論壇，12，42-43。
徐昊杲 (2005)。高職實施「專題製作－問題解決之得勝課程」對學生問題解決態度及學習行為困擾之影響。國家科學委員會專案報告(計畫編號: NSC93-2516-S-003-018)。
洪振方 (1998)。在科學教學的另類選擇：融入科學史教學。屏師科學教育月刊，7，2-10。洪榮昭、朱永裕、鄭廉鐙 (2002)。科技創作能力發展分析
－以第二屆「POWER TECH：全國少年科技創作競賽」
為例。台灣教育，614，16-23。
郭有遹 (2001)。創造心理學。臺北：正中。
許素 (2002)。專題導向教學在國小六年級自然科實施之行
動研究。(未出版之碩士論文)。台北市立師院科學教育研究所，台北。
張世穎 (2013)。STS教學模式運用於高職電子科專題製作
程之行動研究─以能源教育為例。(未出版之碩士論文)。國立東華大學自然資源與環境學系，花蓮。
張清濱 (2000)。探究教學法。台北：師友月刊社。張靜儀 (1995)。自然科探究教學法。屏師科學教育，1， 36-45。陳定邦 (2003)。鷹架教學概念在成人學習歷程上應用之研究。(未出版之博士論文)。國立台灣師範大學社會教育學研究所，台北。
陳姿靜 (2008)。高中職觀光科教師對「專題製作」課程知覺之探討。(未出版之碩士論文)。國立高雄應用科技大學，高雄。教育部 (2002)。創造力教育白皮書。台北:教育部。
教育部 (2003)。科學教育白皮書。台北:教育部。
教育部技職司 (2006)。高級職業學校「專題製作」科目課
程實施說明書。台北:教育部。
教育部技職司 (2010)。99年職業學校群科課程綱要。台北:教育部。
教育部 (2013)。編制專題製作課程目標。台北:教育部。
黃金益 (1998)。合作學習對大學生專題製作創造力影響之研究。(未出版之碩士論文)。彰化師範大學工業教育學系，彰化。黃芳立 (2009)。高職美容科「專題製作」課程施以創造思考教學之成效研究。(未出版之碩士論文)。台南科技大學生活應用科學研究所，台南。黃茂在、陳文典 (2000)。由教學模組看－「自然與生活科技」學習領域之教學。九年一貫課程的教與學，75-84。
黃茂在、陳文典 (2004)。問題解決的能力。科學教育月刊，273，21-41。湯清二 (1993)。我國學生生物細胞概念發展研究：迷失概念之晤談與概念圖。彰化師範大學學報，4，141-170。楊建民 (2009)。探究式教學法與講述式教學法在國小Scratch程式教學學習成效之研究。(未出版之碩士論文)。國立屏東教育大學，屏東。葉安琦 (2000)。促進國小學童創造性問題解決能力的個案研究--發展問題表徵。(未出版之碩士論文)。國立高雄師範大學科學教育所，高雄。葉麗珠 (2006)。國中生數學學習態度與數學學業成就之相關研究。(未出版之碩士論文)。國立台北大學，台北。廖錦文 (2013)。發展高職科學探究導入「專題製作」課程及成果評估與推廣之研究。(國科會專案報告，申請條碼編號：102WFA2300169)。
劉丙燈 (2003)。高職機械科「專題製作」課程實施創造思考教學成效之研究。(未出版之碩士論文)。國立彰化師範大學工業教育學系，彰化。劉宏文（2001）。高中學生進行開放式科學探究活動之個案研究。(未出版之碩士論文)。國立彰化師範大學科學教育研究所，彰化。劉佩雲、簡馨瑩(譯) (2003)。Jones, B. F., Rasmussen, C., &; Moffitt, M.著。問題解決的教與學。台北: 高等教育。
賴慧玲（譯）。（2002）。Gunter, M. A.＆Estes, T. H.著。教學模式。台北：五南。
賴韻如 (2009)。鷹架式探究課程對學生心智模式和科學解釋之影響：以板塊構造學說為例。(未出版之碩士論文)。國立臺灣師範大學地球科學所，台北。謝莉文 (2006)。鷹架式科學探究課程研發與實踐的個案研究。(未出版之碩士論文)。國立臺灣師範大學地球科學所，台北。糜萍萍 (2007)。融入情境式教學模式對高職設計群專題製作課程學習成效之研究。(未出版之碩士論文)。雲林科技大學技術及職業教育研究所碩士論文，雲林。簡禎富 (2005)。決策分析與管理。台北:雙葉書廊。
簡錦鳳 (2008)。文字鷹架對七年級學生科學解釋能力的影響。(未出版之碩士論文)。國立臺灣師範大學科學教育研究所，台北。鄭明長 (2002)。發問對教學歷程之影響初探。國立台北師範學院學報，15，87-114。
蕭佳純 (2012)。國小學童科學學習動機、父母創意教養與科技創造力關聯之研究。教育科學研究期刊，57(4)，103-133蕭錫錡、趙志揚、許世卿、許錫銘、曾世虹、陳婉如 （2001）。從專題製作課程論大學工程學生創意思考能力之培養。工業教育學刊，21，15-28。鍾聖校 (1999)。自然與科技課程教材教法。台北：五南。
饒達欽、鄭增財 (1997)。談教師教學品質。技術及職業教育雙月刊，42，7-11。蘇詠梅 (2003)。走進專題研習中－理論與實踐。香港：教育出版社有限公司。
貳、英文部分
Abd-El-Khalick, F., Bell, R., &; Lederman, N.G. (1998). The nature of science and instructional practice: Making the unnatural natural. Science Education, 82(4), 417-436.
Abd-El-Khalick, F., &; Lederman, N. G. (2000). Improving science teachers’ conceptions of nature of science：A critical review of the literature. International
Journal of Science Education, 22(7), 665-701.
Abd-El-Khalick, F., BouJaoude, S., Duschl, R. A., Hofstein, A., Lederman, N. G., Mamlok, R., Niaz, M., Treagust, D., &; Tuan, H. (2004). Inquiry in science education: International perspectives. Science Education, 88(3), 397-419.
Alberta Learning. (2004). Focus on inquiry. Edmonton, AB: Alberta Learning. Retrieved December 25, 2013, from http://www.education.gov.ab.ca/k_12/curriculum/bySubject/focusoninquiry.pdf
Anderson, R. D. (2002). Reforming science teaching: What research says about inquiry? Journal of Science Teacher Education, 13(1), 1-12.
Barak, M., &; Goffer, N. (2002). Fostering systematic innovative thinking and problem solving: Lessons education can learn from industry. International Journal of Technology and Design Education, 12(3), 227–247.
Barak, M., &; Dori, Y. J. (2005). Enhancing undergraduate students’ chemistry understanding through project-based learning in an IT environment. Science Education, 89(1), 117–39.
Bell, R., Maeng, J. L., Peters, E. E., &; Sterling, D. R. (2010). Scientific inquiry and the nature of science task force report. Richmond, VA: Wiley.
Bell, R., Smetana, L., &; Binns, I. (2005). Simplifying inquiry instruction. The Science Teacher, 72(7),
30–34.
Belland, B. R. (2014). Scaffolding: Definition, current debates, and future directions. In J. M. Spector, M. D. Merrill, J. Elen, &; M. J. Bishop (Eds.), Handbook of research on educational communications and technology. New York, NY: Springer.
Belland, B. R., Kim, C.M., &; Hannafin, M.J. (2013). A framework for designing scaffolds that improve motivation and cognition. Educational Psychologist, 48(2), 243-270.
Biggs, J. B. (1987). The process of learning. New York: Prentice Hall.
Borasi, R. (1992). Learning mathematics through inquiry. Portsmouth, NH: Heinemann.
Bransford, J., &; Barry, S. (1984). The ideal problem solver: a guide for improving thinking, learning, and creativity. New York: W.H. Freeman.
Brown, A. L., &; Campione, J. C. (1994). Guided discovery in a community of learners. In K. McGilly (Ed.), Classroom lessons: Integrating congnitive theory and classroom practice (pp.229-270) Cambridge, MA: MIT Press/Bradford Books..
Bruner, J., Wood, D., &; Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(2), 89-100.
Bybee, R. W. (2000). Teaching science as inquiry. Washington, DC: American Association for the Advancement of Science.
Bybee, R. W. (2004). Science inquiry and science teaching. The Netherlands: Kluwer.
Campbell, T., Abd-Hamid, N. H &; Chapman, H. (2010). Development of instruments to assess teacher and student perceptions of inquiry experiences in science classrooms. Journal of Science Teacher Education, 21, 13-31.
Chang, I. F. (1998). Teaching technological creativity-why and how. Paper presented at International Conference on Technological Creativity Development, Taipei, Taiwan.
Crawford, B. A. (2000). Embracing the essence of inquiry:
New roles of science teacher. Journal of Research in
Science Teaching, 37(9), 916-937.
Csikszentmihalyi, M. (1996). Social, culture, and person: A system view of creativity. In R. J. Sternberg (Ed.), The Nature of Creativity(pp. 325-39). NY: Cambridge University Press.
Dai, D. Y., Gerbino, K. A., &; Daley, M. J. (2011). Inquiry-based learning in China: Do teachers practice what they preach, and why? Frontiers of Education in China, 6(1), 139–157.
Davis, G. A. (1986). Creativity is forever (2nd edition.). Dubuque, Iowa: Kendall/Hunt.
Davis, E. A. (2003). Prompting middle school science students for productive reflection: Generic and directed prompts. The Journal of the Learning Sciences, 12, 91-142.
Davis, E. A., &; Miyake, N. (2004). Explorations of scaffolding in complex classroom systems. Journal of the Learning Sciences, 13(3), 265–272.
Dasgupta, S. (1996). Technology and creativity. New York: Oxford University Press.
Dass, M. P. (2000). Preparing coaches for the changing gameof science: Teaching in multiple domains. The
Clearing House, 74, 39-41.
Dudu, W. T., &; Vhurumuku, E. (2012). Teachers’ practices of inquiry when teaching investigations: a case study. Journal of Science Teacher Education, 23(6), 579-600．
Dewey, J. (1910). How we think. Boston, MA: Heath.
Dewey, J. (1913). Interest and Effort in Education. Cambridge, Massachusetts: The Riverside Press.
Drayton, B. &; Falk, J. K. (2001). Tell-tale signs of the inquiry oriented classroom. NASSP Bulletin, 85, 24-34.
Edelson, D. C., Gordin, D. N., &; Pea, R. D. (1999). Addressing the challenges of inquiry-based learning through technology and curriculum design. Journal of the Learning Sciences, 8, 391-450.
Edelson, D. C. (2001). Learning-for-use: A Framework for the design of technology-supported inquiry activities. Journal of Research in Science Teaching, 30(3), 355-385.
Elliott, E. J. (1991). Education counts: An indicator system to monitor the nation's educational health. Washington, D. C.: Acting Commissioner of Education Statistics.
Esquivel, G. B. (1995). Teacher behaviors that foster creativity, Educational Psychology Review, 7(2), 185-202.
Feldhusen, J. F., &; Treffinger, D. J. (1980). Creative thinking and problem solving in gifted education. Tx: Kendall/Hunt.
Fried-Booth, D. L. (1987). Project work. Oxford: Oxford University Press.
Gagne, E. D., &; Yakovich, F. R. (1993). The cognitive psychology of school Learning. New York: Harper Collins College Publishers.
Gardner, H. (1983). Frames of mind: The theory of multiple intelligence. New York: Basic books.
Gibson, H. L., &; Chase, C. (2002). Longitudinal impact of an inquiry-based science program on middle school students’ attitudes toward science. Science Education, 86, 693-705.
Grant, M. M., &; Branch, R. M. (2005). Project-based learning in a middle school: Tracing abilities through the artifacts of learning. Journal of Research on Technology in Education, 38(1), 65-98.
Gubacs, K. (2004). Project-based learning: A student-centered approach to integrating technology into physical education teacher education. Journal of Physical Education, Recreation &; Dance, 75(7), 33-43.
Haug, B. S. (2014). Inquiry-based Science: Turning Teachable Moments into Learnable Moments. Journal of Science Teacher Education, 25(1), 79-96.
Heppner, P. P., &; Krauskopf, C. J., (1987). An information processing approach to personal problem solving. Counseling Psychologist, 15(3), 371-447.
Hill, C. W. L., &; Rothaermel, F. T. (2003). The performance of incumbent firms in the face of radical technological innovation. Academy of Management Review, 28(2), 257-74.
Hmelo, C. E., &; Williams. S. M. (1998). Learning through problem solving. Special Issue. The Journal of Learning Science, 7(3&;4).
Howe, R. (1997). Creative problem solving approaches processes for teaching and doing creative activity. Paper presented at the seminar of Instruction for Creative Thinking. Taipei: NTNU.
Hsu, Y. L., Lee, C. H., &; Kreng, V. B. (2010). The application of Fuzzy Delphi Method and Fuzzy AHP in lubricant regenerative technology selection. Experts Systems with Applications, 37(1), 419-425.
Ishizaka, A., &; Labib, A. (2011). Review of the main developments in the analytic hierarchy process. Expert Systems with Applications, 38(11), 336-345.
Jackson, S., Krajcik, J., &; Soloway, E. (2000). Model-It: A design retrospective. In M. Jacobson and R.
Kozma (Eds.), Innovations in science and mathematics education: Advanced designs for the
technologies of learning. New York: Lawrence Erlbaum
Associates.
Keys, C. W., &; Bryan, L. (2001). Co-constructing inquiry-based science with teachers: Essential research for lasting reform. Journal of Research in Science Teaching, 38, 631–646.
Khan, S. (2007). Model-based inquiries in chemistry. Science Education, 91(6), 877-905.
Kim, M., &; Tan, A. L. (2011). Rethinking difficulties of teaching inquiry-based practical work: stories from elementary pre-service teachers. International Journal of Science Education, 33(4), 465-486.
Krajcik, J., Blumenfeld, P. C., Marx, R. W., Bass, K. M., &; Fredricks, J. (1998). Inquiry in Project-Based Science Classrooms: Initial Attempts by Middle School Students. The Journal of the Learning Sciences, 7(3&;4), 313-350.
Krajcik, J. S., Blumenfeld, P., Marx, R. W., &; Soloway, E. (2000). Instructional, curricular, and technological supports for inquiry in science classrooms. In Minstrell, J. &; Zee, E.H.V. (Eds.), Inquiring into inquiry learning and teaching in science (pp. 283–315). Washington, DC: American Association for the 117 Advancement of Science.
Krajcik, J. S., Czerniak, C., &; Berger, C. (2003). Teaching children science in elementary and middle school classrooms: A project-based approach. New York: McGraw-Hill.
Lederman, N. G. (1999). Teachers’ understanding of nature of science and classroom practice: Factors that facilitate or impede the relationship. Journal of Research in Science Teaching, 36(8), 916-929.
Li, Y., Zhao, Y., &; Liu, Y. (2006). The relationship between HRM, technology innovation and performance in China. International Journal of Manpower, 27(7), 679-697.
Lindfors, J. W. (1999). Children's inquiry: using language to make sense of the world. New York: Teachers College Press.
Lott, D. (1983). Analyzing and counteracting interference errors, TESL Journal, 37(3). Retrieved from http://iteslj.org/Articles/Lott-Interference.html
Loving, C. C. (1997). From the summit of truth to its slippery slopes: Science education’s journey through positivist-postmodern territory. American Educational Research Journal, 34(3), 421-452.
Lunetta, V. N. (1998). The school science laboratory: Historical perspectives and contexts for contemporary teaching. In Tobin, D. &; Fraser, B.J. (Eds.), International handbook of science education (pp.249-264). The Netherlands: Kluwer.
Martilla, J. A., &; James, J. C. (1977). Importance performance analysis. Journal of Marketing, 41(1), 77–79.
Martin-Hansen, L. (2002). Defining inquiry: Exploring the many types of inquiry in the science classroom. The Science Teacher, 69(2),34-37
Mayer, R. E. (1992). Thinking, problem solving, cognition. New York: W. H. Freeman and Company.
Mayston, D.J., &; Jesson, D. J. (1991). Educational performance assessment: A new framework of analysis. Policy and Politics, 19, 99-108.
Mckeachie, W. J. (1987). Teaching and learning in the college classroom: A review of the research literature. New Jersey: Prentice-Hall Ino.
Mellou, E. (1996). The two-conditions view of creativity. Journal of Creative Behavior, 30(2), 126-149.
Minner, D., Levy, A. J., &; Century, J. (2010). Inquiry-based science instruction-what is it and does it matter? Results from a research synthesis years 1984 to 2002.
Journal of Research in Science Teaching, 47(4), 474-496.
National Research Council. (1996). National Science Education Standards. Washington DC: National Academy Press.
National Research Council. (2000). Inquiry and National science education standards .Washington DC: National Academy Press.
National Research Council. (2011). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academies Press.
Niu, W. (2007). Individual and environmental influences on Chinese student creativity. Journal of Creative Behavior, 41(3), 151-175.
O’ Sullivan, D. (1991). DSM high-performance fiber attracts growing interest. Chemical &; Engineering News, 69, 20-23.
Pandilla, M. J., &; Padilla, R. K. (1986). Thinking in Science-The science process skills. (ERIC document Reproduction Service. No, ED277549).
Parnes, S. J. (1967). Creative behavior guidebook. New York: Scribner.
Quintana, C., Reiser, B. J., Davis, E. A., Krajcik, J. S., Fretz, E., Duncan, R. G., et al. (2004). A scaffolding design framework for software to support science inquiry. Journal of the Learning Sciences, 13(3), 337–386.
Ramnarain, U. D. (2014). Teachers’ perceptions of inquiry-based learning in urban, suburban, township and rural high schools: The context-specificity of science curriculum implementation in South Africa. Teaching and Teacher Education, 38, 65-75.
Randy, L., Bell, L. S., &; Ian, B. (2005). Simplifying inquiry instruction. The Science Teacher, 72(7), 30-33.
Rezba, R. J., Auldridge, T., and Rhea, L. (1999). Teaching and learning the basic science skills. Retrieved from www.pen.k12.va.us/vdoe/instruction/TLBSSGuide.doc.
Rogoff, B. (1990). Apprenticeship in thinking: Cognitive
development in social context. New York: Oxford
University Press
Rogoff, B. (1994). Developing understanding of the idea of communities of learners. Mind, Culture, and Activity, 4, 209-229.
Roth, W. M., &; Roychoudhury, A. (1993). The development of science process skills in authentic contexts. Journal of Research in Science Teaching, 30(2), 127–152.
Roth, W. M. (1995). Authentic social science. Netherlands: Kluwer Publishers.
Saaty, T. L. (1990). How to make a decision: The analytic hierarchy process. European Journal of Operational Research, 48, 9-26.
Sampson, S. E., &; Showalter, M. J. (1999). The performance-importance response function: Observations and implications. The Service Industries Journal, 19, 1-25.
Schauble, L. (1996). The development of scientific reasoning in knowledge-rich contexts. Developmental Psychology, 32(1), 102-119.
Schwab, J. J. (1962). The teaching of science as inquiry. In Schwab, J. J. &; Brandwein, P. F. (Eds.), The teaching of science(pp.3-103). Cambridge, MA: Harvard University Press.
Shallcross, Doris J. (1981). Teaching creative behavior: How to teach creativity to children of all ages. New Jersey: Prentice-Hall.
Shulman, C. (1986). Those who understand: Knowledge growth in teaching, Educational Research, 15(1), 4-14.
Smith, P. L., &; Ragan, T. J., (1999). Instructional Design.(2nd edition), Norman, OK: The University of Oklahoma.
Songer, N. B., Lee, H., &; McDonald, S. (2003). Research towards an expanded understanding of inquiry science beyond one idealized standard. Science Education, 87(4), 490–516.
Sternberg, R. J., &; Lubart, T. I. (1999). The concept of creativity: Prospects and paradigms. In Sternberg, R. J. (Ed.), Handbook of Creativity (pp. 3-15). New York: Cambridge University Press.
Suchman, J. R. (1968). Learning through inquiry. In Allen, R. F. (Ed.) Inquiry in the social studies, NCSS.
Sylwester. R. (1995). A celebration of neurons. Alexandria, VA: Association for Supervision and Curriculum Development.
Thang, S. M. (2004). Student approaches to studying：Identify the Malaysian constructs and comparing them with those in other contexts. Journal of Further and Higher Education, 28(4), 395-371.
Torrance, E. P. (1962). Guiding creative talent. Englewood Cliffs, NJ: Prentice-Hall.
Torrance, E. P. (1966). Torrance tests of creative thinking: Norms-technical manual. Princeton, NJ: Personnel Press.
Torrance, E. P., &; Goff, K. (1990). Fostering academic creativity in gifted students. ERIC Flyer File on Gifted Students (No. E484).
Vygotsky, L. S. (1978). Mind in Society. Cambridge, MA: Harvard University Press.
White, B. Y., &; Frederiksen, J. R. (1998). Inquiry,
modeling, and metacognition: Making science
accessible to all students. Cognition and Instruction,
16, 3-118.
Willems, P., &; Gonzalez-DeHass, A. R. (2012). School-community partnerships: Using authentic contexts to academically motivate students. School Community Journal, 22(2), 9–30.
Wong, S. L., &; Hodson, D. (2008). From the horse’s mouth: What scientists say about scientific investigation and scientific knowledge. Science Education, 93, 1–22.
Wood, D. J., Bruner, J. S., &; Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17, 89-100.
Wood, T., Cobb, P., &; Yackel, E. (1992). Change in learning mathematics: Change in teaching mathematics. In H. Marshall (Ed.), Redefining student learning. New Jersey: Ablex.
Zimmerman, E. (2006). It takes effort and time to achieve new ways of thinking: Creativity and art education. The International Journal of Arts Education, 3(2), 74-87.