中文部分
丁信中（2004）。青年學生於理論競爭論證過程中對其支持理論侷限的覺察。國立高雄師範大學科學教育研究所博士論文，未出版，高雄市。
毛連塭、劉燦梁、陳麗華（1991）。康乃爾批判思考測驗之修訂。中國測驗學會測驗年刊，38，109-123。
方吉正（2003）。情境認知學習理論與教學應用。載於張新仁主編，學習與教學新趨勢（頁345-402）。台北市：心理。
王再盛、蔡俊彥（2004）。問題解決為基礎之多媒體討論互動系統研究。2004數位學習研討會，國立屏東師範學院。
王盈琪、王美芬（2006）。利用POE 教學模式探討國小三年級學童光迷思概念及其概念改變之成效。第二十二屆科學教育學術研討會，國立台灣師範大學。
江文雄（2003）。國小高年級學童光迷思概念之研究。國立臺中師範學院自然科學教育學系碩士論文，未出版，台中市。
邱皓政（2004）。量化研究與統計分析：SPSS中文視窗版資料分析範例解析。台北市：五南。
林清山（1992）。心理與教育統計學。台北市：東華。
林清山（譯）（1991）。教育心理學－認知取向。台北市：遠流。（Mayer, R. E., 1987）
林志能、洪振方（2007）。在網路環境中進行科學論證思考-以部落格（Blog）為例。第二十三屆科學教育學術研討會，國立高雄師範大學。
吳裕益（2006）。線性結構模式的理論與應用。線性結構模式上課講義，國立高雄師範大學特殊教育研究所。
洪振方（1994）。從孔恩異例的認知與論證探討科學知識的重建。國立台灣師範大學科學教育研究所博士論文，未出版，台北市。
陳麗華、李涵鈺、林陳涌（2004）。國內批判思考測驗工具及其應用之分析。課程與教學季刊，7（2），1-24。
教育部（2003）。國民中小學九年一貫課程綱要-自然與生活科技領域。台北市：行政院教育部。
黃台珠等人（譯）（2002）。促進理解之科學教學－人本建構取向觀點。台北市：心理。（Mintzes, J. J., Wandersee, J. H., & Novak, J. D., 1998）
黃武元、陳年興、葛建志、蔡俊彥、王錦裕（2002）。多媒體討論互動系統在數學教育應用之研究。教學科技與媒體，61，15-32。
張玉成（1993）。思考技巧與教學。台北市：心理。
張紹勳、張紹評、林秀娟（2002）。SPSS for Windows統計分析：初等統計與高等統計。台北市：松崗。
張敬楷（2006）。中學生平行線概念認知結構之研究。國立臺灣師範大學數學系碩士論文，未出版，高雄市。
張靜儀、李采褱（2004）。國小中、高年級學童光迷思概念與相關因素探究。國立屏東教育大學學報，20，315-354。
張淑女（2004）。從認識論的觀點探究大學生論證思考之能力與模式。國立臺灣師範大學科學教育研究所博士論文，未出版，台北市。
葉玉珠（1999）。批判思考意向量表。未發表之量表。
葉玉珠（2003）。批判思考測驗－第一級。台北市：心理。
葉玉珠、葉碧玲、謝佳蓁（2000）。中小學批判思考技巧測驗之發展。測驗年刊，47（1），27-46。
葉碧玲（2000）。國中生人口變項、智力、批判思考與情緒智力之關係。國立中山大學教育研究所碩士論文，未出版，高雄市。
楊孟麗、謝水南（譯）（2003）。教育研究法：研究設計實務。台北市：心理。（Fraenkel, J. R., & Wallen, N. E., 2000）
楊錦潭、江南輝（2003）。超媒體教材導引模式對學習迷失之影響-以高市高職生對半導體學習單元為例。ICCAI 2003第十一屆國際電腦輔助教學研討會暨第十六屆中華民國電腦輔助教學研討會，國立台灣師範大學。
蔡俊彥、黃台珠、楊錦潭（2007a）。符合Toulmin論證模式之系統發展研究。TANET 2007 臺灣網際網路研討會，國立台灣大學。
蔡俊彥、黃台珠、楊錦潭（2007b）。網路論證能力及迷思概念之研究。第二十三屆科學教育學術研討會，國立高雄師範大學。
蔡俊彥、黃台珠（2008）。學童論證能力及科學本質觀之研究。屏東教育大學學報－理工類，28，85-116。
蔡俊彥、黃台珠、楊錦潭（2008a）。國小學童網路論證能力及科學概念學習之研究。科學教育學刊，16（2），171-192。
蔡俊彥、蔡俊傑、黃台珠（2008b）。國小批判思考意向量表發展與效化。第五屆統計方法學學術研討會，國立高雄師範大學。
鄭昭明（2004）。認知心理學：理論與實踐。台北縣：桂冠。
盧玉玲（2004）。批判思考能力指標發展與學習評量系統開發。93年自然與生活科技課程研討會，國立台灣師範大學。

西文部分
Bell, P., & Linn, M. C. (2000). Scientific arguments as learning artifacts: designing for learning from the web with KIE. International Journal of Science Education, 22(8), 797-817.
Bodrova, E., & Leong, D. J. (1996). Tools of the mind: The Vygostkian approach to the early childhood education. New Jersey: Prentice Hall.
Brem, S. K., Russell, J., & Weems, L. (2001). Science on the web: Student evaluations of scientific arguments. Discourse Processes, 32(2/3), 191-213.
Chang, S. N., & Chiu, M. H. (2008). Lakatos’ scientific research programmes as a framework for analysing informal argumentation about socio-scientific issues. International Journal of Science Education, 30(13), 1753–1773.
Charney, J., Hmelo-Silver, C. E., Sofer, W., Neigeborn, L., Coletta, S., & Nemeroff, M. (2007). Cognitive Apprenticeship in science through immersion in laboratory practices. International Journal of Science Education, 29(2), 195–213.
Chen, C. H., & Bradshaw, A. C. (2007). The effect of web-based question prompts on scaffolding knowledge integration and ill-structured problem solving. Journal of Research on Technology in Education, 39(4), 359-375.
Clark, D. B., & Sampson, V. D. (2005). Analyzing the quality of argumentation supported by personally-seeded discussions. Paper presented at the Computer Supported Collaborative Learning Conference, Taipei, Taiwan.
Clark, D. B., & Sampson, V. D. (2007). Personally-seeded discussions to scaffold online argumentation. International Journal of Science Education, 29(3), 253-277.
Clark, D. B., & Sampson, V. D. (2008). Assessing dialogic argumentation in online environments to relate structure, grounds, and conceptual quality. Journal of Research in Science Teaching, 45(3), 293-321.
Clark, D. B., & Sampson, V. D. (2009). The impact of collaboration on the outcomes of scientific argumentation. Science Education, 93(3), 448-484.
Cohen. J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Eribaum.
Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In L. B. Resnick(Ed.), Knowing, Learning, and instruction: Essays in Honor of Robert Glaser (pp.453-494). Hillsdale, NJ: Lawrence Erlbaum Associates.
Daud, N. M., & Husin, Z. (2004). Developing critical thinking skills in computer-aided extended reading classes. British Journal of Educational Technology, 35(4), 477-487.
DeVellis, R. F. (1991). Scale Development Theory and Applications. London: Sage.
Dole, J. A., & Sinatra, G. M. (1998). Reconceptalizing change in the cognitive construction of knowledge. Educational Psychologist, 33, 109-128.
Driver, R., Newton, P., & Osborne, J. (2000). Establishing the norms of scientific argumentation in classrooms. Science Education, 84(3), 287-312.
Dunlop, W. P., Cortina, J. M., Vaslow, J. B., & Burke, M. J. (1996). Meta-analysis of experiments with matched groups or repeated measures designs. Psychological Methods, 1(2), 170-177.
Duschl, R. A., & Osborne, J. (2002). Supporting and promoting argumentation discourse in science education. Studies in Science Education, 38(1), 39–72.
Ennis, R. H. (1985). A logical basis for measuring critical thinking skills. Educational Leadership, 44(2), 44-48.
Ennis, R. H., Millman, J. and Tomko, T. N. (1985). Cornell critical thinking tests level X & level Z manual. CA: Midwest Publications.
Erduran, S., Simon, S., & Osborne, J. (2004). TAPping into argumentation: Developments in the application of Toulmin’s argument pattern for studying science discourse. Science Education, 88(6), 915–933.
Hermann, A. (2002). Teaching critical thinking online. Journal of Instructional Psychology, 29(2), 53-76.
Hewson, P. W., Beeth, M. E., & Thorley, N. R. (1998). Teaching for Conceptual Changes. In B. J. Fraser & K. G. Tobin (Eds.), International Handbook of Science Education (pp. 199-218). Boston: Kulwer Academic Publishers.
Jime´nez-Aleixandre, M., Rodrigues, M., & Duschl, R. A. (2000). “Doing the lesson” or “doing science”: Argument in high school genetics. Science Education, 84(6), 757–792.
Joiner, R., & Jones, S. (2003). The effects of communication medium on argumentation and the development of critical thinking. International Journal of Educational Research, 39, 861-871.
Kelly, G. J., Druker, S., & Chen, C. (1998). Students' reasoning about electricity: Combining performance assessments with argumentation analysis. International Journal of Science Education, 20(7), 849-871.
Kelly, G. J., & Takao, A. (2002). Epistemic levels in argument: an analysis of university oceanography students’ use of evidence in writing. Science Education, 86(3), 314–342.
Kuhn, D. (1991). The skills of arguments. Cambridge, England: Cambridge University Press.
Kuhn, D. (1993). Science as argument: Implications for teaching and learning scientific thinking. Science Education, 77(3), 319-337.
Kuhn, D. (2001). How Do People Know? Psychological Science, 12(1), 1-8.
Kuhn, D. (2002). What is scientific thinking and how does it develop? In U. Goswami (Ed.), Blackwell handbook of childhood cognitive development (pp. 371-393). Malden, MA: Blackwell.
Kuhn, T. S. (1970). The structure of scientific revolutions (2nd ed.). Chicago: University of Chicago Press.
Lakatos, I. (1970). Falsification and the methodology of scientific research programmers. Cambridge: Cambridge University Press.
Lampert, N. (2007). Critical thinking dispositions as an outcome of undergraduate education. The Journal of General Education, 56(1), 17-33.
Lawson, A. E. (2003). The nature and development of hypothetico-predictive argumentation with implications for science teaching. International Journal of Science Education, 25(11), 1387-1408.
Linn, M. C. (1998). The impact of technology on science instruction: historical trends and current opportunities. In B. J. Fraser & K. G. Tobin (Eds.), International Handbook of Science Education (pp. 265-294). Boston: Kulwer Academic Publishers.
Maloney, J., & Simon, S. (2006). Mapping children’s discussions of evidence in science to assess collaboration and argumentation. International Journal of Science Education, 28(15), 1817-1841.
National Research Council. (1996). National Science Education Standards. Washington, DC: National Academy Press.
National Research Council. (2000). Inquiry and the national science education standards. Washington, DC: National Academy Press.
Nersessian, N. J. (1992). How do scientists think? Capturing the dynamics of conceptual change in science. In R. Giere (Ed.). Cognitive models of science. (pp.3-45). Minneapolis, MN: University of Minnesota press.
Nussbaum, E. M. (2002). Scaffolding argumentation in the social studies classroom. Social Studies, 93(3), 79-84.
Nussbaum, E. M., & Sinatra, G. M. (2003). Argument and conceptual engagement. Contemporary Educational Psychology, 28, 384-395.
Nussbaum, E. M., Sinatra, G. M., & Poliquin, A. (2008). Role of epistemic beliefs and scientific argumentation in science learning. International Journal of Science Education, 30(15), 1977-1999.
Osborne, J., Erduran, S., & Simon, S. (2003). Ideas, evidence and arguement in science: Teacher training pack. Nuffield, UK: Nuffield Foundation.
Osborne, J., Erduran, S., & Simon, S. (2004). Enhancing the quality of argumentation in school science. Journal of Research in Science Teaching, 41(10), 994-1020.
Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66, 211–227.
Profetto-McGrath, J. (2003). The relationship of critical thinking skills and critical thinking dispositions of baccalaureate nursing students. Journal of Advanced Nursing, 43(6), 569–577.
Sadler, T. D., & Fowler, S. R. (2006). A threshold model of content knowledge transfer for socioscientific argumentation. Science Education, 90(6), 986-1004.
Sanders, J. A., Wiseman, R. L., & Gass, R. H. (1994). Does teaching argumentation facilitate critical thinking? Communication Reports, 7(1), 27-35.
Sandoval, W. A. (2003). Conceptual and epistemic aspects of students’ scientific explanations. Journal of the Learning Sciences, 12(1), 5 – 51.
Sandoval, W. A., & Millwood, K. A. (2005). The quality of students use of evidence in written scientific explanations. Cognition and Instruction, 23(1), 23-55.
Sampson, V., & Clark, D. B. (2008). Assessment of the ways students generate arguments in science education: Current perspectives and recommendations for future directions. Science Education, 92(3), 447-472.
Shin, K. R., Lee, J. H., Ha, J. Y., & Kim, K. H. (2006). Critical thinking dispositions in baccalaureate nursing students. Journal of Advanced Nursing, 56(2), 182-189.
Simon, S., Erduran S., & Osborne, J. (2006). Learning to teach argumentation: Research and development in the science classroom. International Journal of Science Education, 28(2-3), 235-260.
Simonneaux, L. (2001). Role-play or debate to promote students' argumentation and justification on an issue in animal transgenesis. International Journal of Science Education, 23(9), 903-927.
Suppe, F. (1998). The structure of a scientific paper. Philosophy of Science, 65, 381-405.
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12, 257-284.
Toulmin, S. (1958). The uses of argument. Cambridge, England: Cambridge University Press.(Reprinted 2005)
Toulmin, S. (1972). Human understanding. Oxford, England: Oxford University Press.
Tsai, C. C. (2001). A review and discussion of epistemological commitments, metacognition, and critical thinking with suggestions on their enhancement in internet-assisted chemistry classrooms. Journal of Chemical Education, 78(7), 970-974.
Tsai, C. Y., Huang, T. C., & Yang, J. T. (2008). Improving the quality of argument scaffolded by Toulmin Argumentation System. Paper presented at the Conference of Asian Science Education, Koahsiung, Taiwan.
Tyson, L. M., Venville, G. J., Harrison, A. G. (1997). A multidimensional framework for interpreting conceptual change events in the classroom. Science Education, 81(4), 387-404.
Tytler, R., Duggan, S., & Gott, R. (2001). Dimensions of evidence, the public understanding of science and science education. International Journal of Science Education, 23(8), 815- 832.
von Aufschnaiter, C., Erduran, S., Osborne, J., & Simon, S.(2008). Arguing to learn and learning to argue: Case studies of how students’ argumentation relates to their scientific knowledge. Journal of Research in Science Teaching, 45(1), 101–131.
von Eemeren, F. H. (1995). A word of difference: The rich state of argumentation theory. Informal Logic, 17(2), 144-158.
Voss, J. F., & Means, M. L. (1991). Learning to reason via instruction in argumentation. Learning and Instruction, 1, 337-350.
Voss, J. F., & Van Dyke, J. A. (2001). Argumentation in psychology: Background comments. Discourse Processes, 32(2&3), 89-111.
Weinstock, M., & Cronin, M. A. (2003). The everyday production of knowledge: Individual differences in epistemological understanding and juror reasoning skill. Applied Cognitive Psychology, 17, 161-171.
Weinstock, M., Neuman, Y., & Tabak, I. (2004). Missing the point or missing the norms? epistemological norms as predictors of students’ ability to identify fallacious arguments. Contemporary Educational Psychology, 29(1), 77-94.
Wray, D., & Lewis, M. (1997). Extending literacy: Children reading and writing non-fiction. London: Routledge.
Yang, J. T., Chen, W. C., Tsai, C. Y., & Chao, M. S. (2005). An ontological model for SCORM-compliant authoring tools. Journal of Information Science and Engineering, 21(5), 1-19.
Yeh, S. S. (2001). Tests worth teaching to: Constructing state-mandated tests that emphasize critical thinking. Educational Researcher, 30(9), 12-17.
Zimmerman, C. (2000). The development of scientific reasoning skills. Developmental Review, 20, 99–149.
Zohar, A, & Nemet, F. (2002). Fostering students' knowledge and argumentation skills through dilemmas in human genetics. Journal of Research in Science Teaching, 39(1), 35-62.