一、中文部份
王秀雲（民87）從科學革命到科學戰爭。當代，126，42-47。
王德威譯(M. Foucault著)（民82）知識的考掘。臺北：麥田出版社。
朱元鴻（民81）布希亞科幻劇場。當代，75，12-27。
呂慧娟譯(R. Hoffmann著)（民87）迴盪化學兩極間。臺北：天下遠見出版公司。
沈中偉（民83）魏考斯基理論在認知策略上的應用。教學科技與媒體，2，23-31。
李幼蒸（民85a）人文符號學─人文科學認識論研究。臺北：唐山出版社。
李幼蒸（民85b）語義符號學─意義的理論基礎。臺北：唐山出版社。李英明（民81）哈伯馬斯。世界哲學家叢書。臺北：東大圖書公司。
李維譯(L.S Vygotsky著)(民87）思維與語言。臺北：桂冠圖書公司。
林芬遠（民86）國中生物課教室口語之探究。國立彰化師範大學科學教育研究所碩士論文(未出版)。
林崇熙（民87）從革命到被革命──科學家何以不願科學研究來研究科學。當代，126，18-33。
林曉雯（民83）國中生物教師教學表徵的詮釋性研究。國立臺灣師範大學科學教育研究所博士論文(未出版)。高敬文（民77）質的研究──實施歷程與發現邏輯之評估。發表於「質的探討在教育研究上的應用」學術研討會（民77，5月，屏師）。
郭重吉（民77）從認知的觀點探討自然科學的學習。教育學院學報，13，351-379。
許玫理（民81）我國國民中學自然科學教師科學哲學觀點之調察研究。國立彰化師範大學科學教育研究所碩士論文。
張恩光譯(E. Seiter著)（民79）符號學與電視研究。當代，60，20-32。
陳墇津譯(D. Macdonell著)（民84）言說的理論。臺北：遠流出版公司。
傅大為（民81）從科學哲學談到異文化與雙語人。當代，75，58-71。
鄒理民譯(P.L. Berger & T. Luckmann著)（民80）知識社會學：社會實體的建構。臺北：巨流圖書公司。
熊同鑫（民87）語言在自然科教室內的意涵：一間後山教室內教學活動的記事。台東師院學報，九期，頁 1-36。蔣佳玲（民84）從符號互動論的觀點探討國小學生科學家形象的建構。國立彰化師範大學科學教育研究所碩士論文(未出版)。
蔣佳玲（民88）從權力的觀點探討學生小組互動中科學知識的建構。國立彰化師範大學科學教育研究所博士論文(未出版)。蔡敏玲（民85）豈只是自言自語而已：維高斯基(Vygotsky)和皮亞傑關於「自語」的對話。百年校慶學術研討會──皮亞傑與維高斯基的對話。臺北市立師範學院。
蔡敏玲，彭海燕譯(C.B. Cazden著)（民87）教室言談：教與學的語言。臺北：心理出版社。
二、英文部份
Bell, B. & Freyberg, P. (1985). Language in the science classroom. In R. Osborne & P. Freyberg(Eds.) Learning in Science: The implications of children''''s science(pp.29-40). Auckland, NZ:Heinemann.
Blanck, G. (1990). The historical context of Vygotsky''''s work: a sociohistorical approach. In L. C. Moll (Ed.). Vygotsky and education: instructional implication and application of sociohistorical psychology. New York:Cambridge University Press.
Bogdan, R. & Biklen, S.K. (1982). Qualitative research for education: an introduction to theory and method, Boston: Allyn and Bacon, Inc.
Bruner, J. (1985). Vygotsky: a historical and conceptual perspective. In J. Wertsch(Ed.)(1985). Culture, communication, and cognition: Vygotskian perspectives. New York: Cambridge University Press.
Cazden, C. B. (1986). Classroom discourse. In M. C. Wittrock (Ed.), Handbook of Research on Teaching(3rd. ed. pp 432-463), New York: Macmillan.
Chandler, D. (1995). Semiotics for beginners. (http://www.aber.ac.uk/~dgc/semiotic.html)
Cobern, W.W. (1993). Contextual constructivism: the impact of culture on the learning and teaching of science. In K. Tobin (Ed.). The practice of constructivism in science education. Washington, DC: AAAS Press.
Doig, B. (1997). What makes scientific dialogue possible in the classroom? Paper presented at annual meeting of the American Educational Research Association (Chicago, IL, March, 1997).(ERIC Document Reproduction Service No. ED 413 246)
Duit, R. & Treagust, D.F. (1997). Learning in science: from behaviourism Towards social constructivism and beyond. In B.J. Fraser & K. Tobin(Eds.). International Handbook of Science Education. 3-55.
Fairclough, N. (1989). Language and power. London: Longman.
Fairclough, N. (1992). Discourse and social change. Cambridge, England: Polity Press.
Fish, S. (1980). Is there a text in this class? The authority of interpretative communities. Cambridge, MA:Harvard University Press.
Fiske, J. (1990). Introduction to communication studies. London:Routledge.
Gee, J.P. (1990). Social linguistics and literacies. London:Falmer.
Gee, J.P. & Green, J.L. (1998). Discourse analysis, learning, and social practice: a methodological study. Review of Research in Education, 23, 119-169.
Goetz, J.P. & LeCompte, M.D. (1984). Ethnography and qualitative design in educational research, San Diego: Academic Press, Inc.
Guba, E. G. & Lincoln, Y. S. (1989). Fourth generation evaluation. Newbury Park:Sage.
Hicks, D. (1995). Discourse, learning, and teaching. Review of Research in Education, 21.,49-95.
Howe, A. C. (1996). Development of science concepts within a Vygotskian framework. Science Education, 80(1), 35-51.
Kamen, M., Roth, W.M., Flick, L.B., Shapiro, B., Barden, L., Kean, E., Marble, S., & Lemke, J. (1997). A multiple perspective analysis of the role of language in inquiry science learning: to build a tower. Electronic Journal of Science Education, 2(1). (http://unr.edu/homepage/jcannon/ejse/kamen_etal.html)
Klaassen, C.W.J.M. & Lijnse, P.L. (1996). Interpreting students'''' and teachers'''' discourse in science classroom: an underestimated problem? Journal of Research in Science Teaching, 33(2),115-134.
Lebeaupin, T. (1990). Science as a foreign language: which language Teaching methodology for scientists? (ERIC Document Reproduction Service No. ED 324 963)
Lemke, J. L. (1990). Talking science: Language, learning, and values. Norwood, NJ: Ablex.
Lemke, J. L. (1991). Science, semantics, and social change. Paper presented at annual meeting of the American Educational Research Association (Chicago, IL, 1991). (ERIC Document Reproduction Service No. ED 334 828)
Luke, A. (1995). Text and discourse in education: an introduction to critical discourse analysis. Review of Research in Education, 21, 3-48.
Meyerson, M., Ford, M., Jones, W. & Ward, M. (1991). Science vocabulary knowledge of third and fifth grade students. Science Education, 75(4), 419-428.
Moje, E.B. (1995). Talking about science: an interaction of the effect of teacher talk in high school science classroom. Journal of Research in Science Teaching, 32(4),349-371.
Moje, E.B. (1997). Exploring discourse, subjectivity, and knowledge in Chemistry class. Journal of Classroom Interaction, 32(2), 35-44.
Moll, L. C. (Eds.). (1990). Vygotsky and education: instructional implication And application of sociohistorical psychology. New York: Cambridge University Press.
Mueller, A. (1997). Discourse of scientific inquiry in the elementary classroom. Journal of Elementary Science Education, 9(1), 15-33.
Nussbaum, J. (1989). Classroom conceptual change: philosophical perspectives. International Journal of Science Education, 11, 530-540.
Nuthall, G. (1997). Understanding student thinking and learning in the classroom. In B. J. Biddle et al (eds.), International Handbook of Teachers and Teaching, pp.681-768. Netherlands: Kluwer Academic Publishers.
O''''Loughlin, M. (1992). Rethinking science education: Beyond Piagetian constructivism toward a sociocultural model of teaching and learning. Journal of Research in Science Teaching, 29(8), 791-820.
Pines, A. L. & West, L. H. T. (1986). Conceptual understanding and science learning: an interpretation of research within a sources-of-knowledge framework. Science Education, 70(5), 583-604.
Richmond, G. & Striley, J. (1996). Making meaning in classroom: social processes In small-group discourse and scientific knowledge building. Journal of Research in Science Teaching, 33(8), 839-858.
Roth, W. M. (1990). Collaboration and constructivism in the science classroom. Paper presented at annual meeting of the American Educational Research Association (Boston, MA, 1990). (ERIC Document Reproduction Service No. ED 320 883)
Tobin, K. (1993). The practice of constructivism in science education. Washington, DC: AAAS Press.
Tuyay, S.; Jennings, L. & Dixon, C. (1995). Classroom discourse and opportunities to leare: An ethnographic study of knowledge construction in a bilingual third-grade classroom. Discourse Processes, 19, 75-110.
van Dijk, T. A. (1997a). Discourse as structure and process. London: SAGE.
van Dijk, T. A. (1997b). Discourse as social interaction. London: SAGE.
von Glasersfeld, E. (1993). Question and answers about radical constructivism. In K. Tobin (Ed.)(1993). The practice of constructivism in science education. Washington, DC: AAAS Press.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Vygotsky, L. S. (1986). Thought and language. (Trans. A. Kozulin). Cambridge, MA: The MIT Press.
Wells, G. (1994a). Text, talk and inquiry: schooling as semiotic apprenticeship. In N. Bird et al. (Eds.) Language and Learning. Hong Kong: Institute for Language in Learning, Department of Education. (http://www.oise.utoronto.ca/~ctd/DICEP/sociocultural.html)
Wells, G. (1994b). Discourse as tool in the activity of learning and teaching. (ERIC Document Reproduction Service No. ED 371 619)