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毛連塭、郭有遹、陳龍安、林幸台(2000)：創造力研究。台北：心理。
王千倖(2000)：提升教師教學創造力。中等教育，第51卷，第三期，60-71頁。
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王木榮(1985)：威廉斯創造力測驗修訂研究。國立台灣教育學院輔導研究所碩士論文。王美芬、熊召弟(1995)：國民小學自然科教材教法。台北市：心理。
王溢嘉(1991)：IQ與創造力。台北：自立晚報。
台北市政府(1999)：台北市資優教育白皮書。台北市政府印。
行政院教育改革審議委員(1996)：教育改革總諮議報告書。行政院印。
吳裕益(2004a)：線性結構模式的理論與應用。高雄師範大學特殊教育研究所線性結構模式上課講義。
吳裕益(2004b)：題目反應理論。高雄師範大學特殊教育研究所測驗理論與運用上課講義。
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吳靜吉(2002)：創造力的研究取向之回顧與展望，創造能力課程開發學術研討會，國立台北師範學院主辦，2002年10月17日。
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林寶山、陳瓊森(1984)：科學方法過程能力測驗，國立高雄師範大學特殊教育中心編印。
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金吾倫(1993)：科學發現的哲學－拉瓦錫化學革命探究。台北：水牛出版社。
俞國良(1996)。創造力心理學。林崇德、沈德立主編：當代智力心理學叢書。杭州：浙江人民。
洪文東(1997)：創造性思考與科學創造力的培養。國教天地，第123期，頁10-14。洪文東(1999)：科學的創造發明與發現。台北：台灣書店。
洪文東(2000)：創造型兒童之思考特性與科學創造力的關聯性。屏東師院學報，頁355-394。洪振方(1998)：科學創造力之探討，高雄師大學報，9，289-302。洪振方、賴羿蓉(1997)：教師對邏輯實證與後邏輯實證主義科學哲學觀建構之電化電池發展史教材的認識與抉擇。科學教育學刊，第五卷第二期，1-52。洪瑞雲、吳庭瑜(2002)：法則發現的背後。應用心理研究－創造力的發展與實踐，十五期。台北：五南。
胡衛平、俞國良(2002)：青少年的科學創造力研究，教育研究23(1)，頁44-48。翁秀玉、段曉林(1997)：科學本質在科學教育上的啟示與做法，科學教育月刊，201，2-16。
高 健(1998)：即興創意。台北，時報出版社。
國立台灣科學教育館(2001)：中華民國中小學科學展覽會實施要點。
國科會(2000)：中華民國人文社會科學白皮書，國科會。
國科會科教處(2003)：科學教育白皮書。台北：國科會科教處
張世彗(2003)：創造力-理論、技術/技法與培育。
張巨青、吳寅華(1995)：邏輯與歷史－現代科學方法論的嬗變。台北：淑馨出版社。
張玉成(1997)：開發腦中金礦的教學策略。台北：心理。張春興(1995)：教育心理學-三化取向的理論與實踐。台北市，東華。
張春興(1996)：張氏心理學辭典。台北市，東華。
張家芬(1997)：國小高年級學生依附風格、創意教養環境與創造行為之關係。國立政治大學碩士論文，未出版。
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教育部(2001)：大學教育政策白皮書。教育部高教司。
教育部(2001)：特殊教育法。台北：教育部。
教育部(2002)：身心障礙及資賦優異學生鑑定標準。台北：教育部。
教育部(2002)：創造力教育白皮書。台北，教育部。
梁家祺(1999)：創造力在科學教育上的意涵。國立台灣師範大學科學教育研究所。科教人，3，1-13。
郭生玉(1997)：心理與教育研究。台北市：精華書局。
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