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中文部份
王貞惠 (2001)：改善學生遺傳概念學習之研究—應用「巨觀」-「微觀」-「符號表徵」導向之概念改變模式。高雄市：國立高雄師範大學科學教育研究所碩士論文(未出版)。
吳幸宜譯，Gredler, M. E.著 (1994)：學習理論與教學應用。台北市：心理出版社。
呂金燮 (2006)：測評量與教學目標的連結。載於王文中等合著：教育測驗與評量—教室學習觀點。台北市：五南圖書出版股份有限公司。
邱美虹 (2000)：概念改變研究的省思與啟示。科學教育學刊, 8(1), 1-34。
周惠民、林陳涌、任宗浩和李哲迪 (2007)：科學教學與學習評量標準芻議。科學教育月刊, 298, 2-18。
胡文耕 (2002)：生物學哲學。北京市：中國社會科學出版社。
柯元蘋 (2009)：學生對基因相關概念了解之研究。台北市：國立台灣師範大學生命科學系碩士論文(未出版)。
張春興 (2002)：教育心理學。台北市：東華書局。
陳世輝 (1994)：兒童遺傳概念之研究。國科會專題研究計畫成果報告(NSC-83-0111-S-026-004)，未出版。
陳瑞麟 (2001)：《科學革命的結構》之後。載於傅大為等主編：孔恩評論集 (pp. 279-309)。台北市：巨流圖書股份有限公司。
教育部 (1995)：高級中學課程標準。台北市：教育部。
教育部 (2003)：國民中小學九年一貫課程綱要。台北市：教育部。
教育部 (2005)：普通高級中學課程暫行綱要。台北市：教育部。
郭重吉主編 (2008)：自然與生活科技第二冊。台南市：南一書局。
湯清二 (1990)：迷思概念與科學教學改進研究(1)–以遺傳概念為例。彰師大學報, 1, 367–397。
湯清二 (2000)：我國非主修生物大學生對DNA認知的瞭解與改善學習的策略探討。科學教育學刊, 8(1), 101-121。
黃台珠 (1990)：中學生遺傳相關錯誤類型的探討。科學教育月刊, 133, 34–53。
黃台珠 (1993)：中學生遺傳學習的現況及問題。高雄師大學報, 4, 269-300。
黃台珠、鄭世暖、林明輝、蘇懿生、張學文與趙大衛 (1994)：國中生物遺傳教學的改進研究。高雄師大學報, 5, 113-135。
黃秀英 (1999)：國中生物科文本調整與學生閱讀理解之研究。高雄市：國立高雄師範大學特殊教育學系碩士論文(未出版)。
楊坤原與陳進利（1990）：中學生認知能力與遺傳學概念學習之相關研究。科學教育, 1, 61-75。
楊坤原與鄭湧涇 (1997)：高一學生遺傳學解題表現與解題策略之研究。科學教育學刊, 5(4), 529–555。
劉嘉茹、邱鴻麟審訂，Lawson, A. E.著 (2007)：學習、發展和發現的神經學基礎：科學和數學教學的啟示。台北市：高等教育文化事業有限公司。
鄭湧涇、林金盾主編(2008a)：生物(下)。台北縣：康熹文化。
鄭湧涇、林金盾主編(2008b)：選修生物(下)。台北縣：康熹文化。
鄭榮輝 (2006)：一個基因，各自表述─談基因概念的模糊、複雜與多義性。中山女高學報, 6, 15-28。
鄭榮輝與林陳涌 (2006)：基因是什麼？－不同科系大學生的基因概念調查分析。論文發表於中華民國第廿二屆科學教育學術研討會。台北市：國立台灣師範大學理學院。
薛靜瑩 (1998)：國小、國中學生的遺傳先存概念。台北市：國立台灣師範大學生物研究所碩士論文(未出版)。
英文部份
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