一、中文部份
中華創造力中心（1997），創造思考工作坊。教育部八十六年大專院校教師「創意活力營」。
毛連塭（1997），創造學的孕育與發展。資優教育，63，8-12。
王千倖（1999），「合作學習」和「問題導向學習」－培養教師及學生的科學創造力。教育資料與研究，28，31-39。
王千倖（2000），提升教師教學創造力--「以學校為中心」的教師在職進修。中等教育，51(3)，60-71。
王振德（1997），創造力三面模式評介－兼論創造力的本質與研究取向。資優教育，64，1-5。
田耐青（1999），由「電腦樂高」談新世紀的學習：一個「科技支援之建構學習環境」實例。教學科技與媒體，44，24-35。
朱則剛（1996），建構主義知識論對教學與教學研究的意義。教育研究，48，39-45。
江美惠（2004），創造性問題解決教學方案對資優學生創造力及問題解決能力影響之研究。未出版碩士論文，臺北市立師範學院創造思考暨資賦優異教育研究所。
何宜軒（2005），透過網路化創造性問題解決教學活動以培養國中學生科技創造力之研究。未出版碩士論文，國立臺灣師範大學工業科技教育學系。
吳志緯（2002），國小學生以電腦樂高進行科學學習之個案研究。未出版碩士論文，台北市立師範學院科學教育研究所。

吳佳玲（1995），家庭結構、親子互動關係與青少年子女行為表現之研究－續親家庭與身親家庭之比較。未出版碩士論文，中國大化大學家政研究所。
吳幸宜（譯）（1994），學習理論與教學應用。台北市：心理。（Gredler, M. R., 1991）
吳斯茜（2005），網路輔助電腦樂高課程影響學童問題解決態度之研究。未出版碩士論文，國立臺灣師範大學工業科技教育學系。
吳靜吉（1998），新編創造思考測驗研究。台北市：教育部輔導工作六年計畫研究報告。
呂勝瑛、翁淑緣（1991），創造與人生。台北市：遠流。
李金樹（2006），實施創造性問題解決訓練課程對國小六年級學生科學創造力與問題解決能力之影響。未出版碩士論文，國立臺中教育大學自然科學教育學系。
李謀正（2005），國小學童創造力的研究－以電腦樂高為例。未出版碩士論文，國立雲林科技大學資訊管理學系。
李錫津（1987），創造思考教學研究。台北市：台灣書店。
李咏吟（1998），認知教學：理論與策略。台北市：心理。
岳修平（譯）（1998），教學心理學－學習的認知基礎。台北市：遠流。（Gangé, E. D., Yekovich, C. W., & Yekovich, F. R. , 1993）
幸曼玲（1996），皮亞傑與維高斯基的對話。台北市：台北市立師範學院兒童發展中心。
林佳蓁（2004），探討以問題解決模組教學提升國小學童科學創造力之研究。未出版碩士論文，國立嘉義大學科學教育研究所。
林幸台（2000），創造力評量。載於毛連塭、郭有遹、陳龍安、林幸台所著，創造力研究（264-304頁）。台北市：心理。
林幸台、王木榮（1994），威廉斯創造力測驗。台北市：心理。
林清山（1996），心理與教育統計學。台北市：東華。
林智皓（2007），樂高(LEGO)動手做教學對國小學童科學創造力影響之研究。未出版碩士論文，國立臺東大學教育學系。
林逸媛（1992），家庭環境與子女創造性之相關研究。未出版碩士論文，國立政治大學社會研究所。
洪文東(2000)，從問題解決的過程培養學生的科學創造力。屏師科學教育，11，52-62。
洪秋萍（2005），電腦樂高（LEGO Dacta）對學習創造力的研究：以功能性角色探討。未出版碩士論文，國立雲林科技大學資訊管理學系。
徐敏雄（2000），問題解決取向的學習理論－Schütz現象社會學的觀點。社會教育學刊，29，93-121。
高惠玲（2007），高職資訊科專業實習課程應用Lego Mindstorms創新教學之研究。未出版碩士論文，國立臺東大學教育學系。
張世慧（2003），創造力－理論、技術／技法與培育。台北市：達雯。
張玉成（1993），思考技巧與教學。台北市：心理。
張振松，（2001），自然科創造性問題解決教學對國小學童創造力及問題解決能力之研究。未出版碩士論文，臺北市立師範學院科學教育研究所。
張嘉芬（1997），依附風格、創意教學環境與創造行為的關係。未出版碩士論文，國立政治大學教育研究所。
許欣男（2006），科技創造活動與知識之作用研究。未出版碩士論文，國立高雄師範大學工業科技教育學系。
許雅慧（2005），應用LEGO Mindstorms視覺化環境輔助程式設計觀念學習。未出版碩士碩文，國立臺灣師範大學資訊教育學系。
陳宗逸（1995），家庭背景、教師行為、制握信念與國小學童創造思考相關研究。未出版碩士論文，國立屏東師範學院國民教育研究所。
陳威龍（2005），實施創造性問題解決教學法對於國小五年級學童創造力與科學學習成效影響之研究。未出版碩士論文，國立台中教育大學自然科學教育學系。
陳龍安（1995），創造思考教學的理論與實際。台北市：心理。
陳龍安（1998），創造思考教學的理論與實際。台北市：心理。
曾俊鋒（2006），創造性問題解決教學對國小學生自然與生活科技領域學習態度、創造力、後設認知與學習成就之影響―以普通班中的資優生為例。未出版碩士論文，國立臺中教育大學特殊教育學系。
黃文聖（2001），國小學童在Logo學習環境中數學學習與解決之研究。未出版碩士論文，國立新竹師範學院數理研究所。
黃世隆（2004），應用電腦樂高輔助高中生程式設計學習之行動研究。未出版碩士論文，國立臺灣師範大學資訊教育學系。
黃國鴻（2000），以專題製作為主的電腦化學習環境之比較研究－認知取向與情境取向。未出版博士論文，國立彰化師範大學科學教育研究所。
黃堅厚（1999），人格心理學。台北市：心理。
楊美雪（1994），問題索解導向之教學策略與媒體應用。教學科技與媒體，2，38-44。

葉玉珠（2000），「創造力發展的生態系統模式」及其應用於科技與資訊領域之內涵分析。教育心理學報，32(1)，95-122。
葉玉珠（2005），科技創造力測驗指導手冊。台北市：心理出版社。
詹志禹（1996），認識與知識－建構論VS.接受觀。教育研究，49，25-38。
賈馥茗、簡茂發（1982），我國國中學生科學才能之測量。國立臺灣師範大學教育研究所集刊，24，1-91。
甄曉蘭、曾志華（1997），建構教學理念的興起與應用。國民教育研究學報，3，179-208。
劉洲（2004），應用Lego Mindstorms在高中程式設計教學的成效探討。未出版碩士論文，國立臺灣師範大學資訊教育學系。
蔡學偉（2003），問題導向學習於網路輔助電腦樂高課程之研究。未出版碩士論文，國立臺灣師範大學工業科技教育學系。
蔡麗玲（2004），國小學童科學學習及科學創造力之個案研究~以創造性問題解決融入自然科教學為例。未出版碩士論文，國立花蓮師範學院國小科學教育研究所。
鄭承昌（2006），雙組前後測實驗分析：Johnson-Neyman法(1.1版)（電腦軟體）。台東：國立臺東大學。
鄭晉昌（2002），建構主義與電腦支援合作學習環境的設計與發展。載於詹志禹編：建構論－理論基礎與教育應用，168-184。台北市：正中。
鄭晉昌、施郁芬（1994），交談模式在社會學習環境下之研究(I)（報告編號：NSC82-0111-S-032-005）。台北市：行政院國家科學發展委員會。

蕭敏華（1997），國民小學開放程度及其教育效果：以台北縣開放教育班為例之初步分析。未出版碩士論文，國立屏東師範院國民教育研究所。
賴羿容（2001），問題解決的理論與實務。技術及職業教育雙月刊，62，37-42。
鍾一先（1997）：問題解決教學策略應用於國民中學生活科技之 實驗研究。未出版博士論文，國立臺灣師範大學工業教育學系。
羅一萍（1996），父母的傳統性、現代性、管教方式與兒童的創造力相關之研究。未出版碩士論文，國立屏東師範院國民教育研究所。

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