一、中文部份

毛松霖(1995)：國小五六年級學童「傳達」及「資料解釋」能力與天文概念架構之關係研究。行政院國家科學委員會專題研究計畫成果報告(NSC-82-0111-S003-069-N)，台北，台灣：行政院國家科學委員會。
王美芬(1992)：我國五、六年級學生有關月亮錯誤概念的診斷及補救教學策略的應用。台北立師範學院學報，第23期，357-379。
左台益和蔡志仁(2001)：高中生建構橢圓多重表徵之認知特性。科學教育學刊, 9(3)，281-297.
余民寧和陳嘉成(2001)：領域知識結構之評量研究---以「垃圾分類處理」領域知識為例。教育與心理研究，第24期(下冊)，393-420。
吳明珠(2008)：科學模型本質剖析：認識論面向初探。科學教育月刊，306，2-8。
吳明隆和涂金堂(2005)。SPSS與統計應用分析。臺北市：五南。
宋德忠、陳淑芬和張國恩(1998)：電腦化概念構圖系統在知識結構測量上的應用。中國測驗學會測驗年刊，第45(2)期，37-56。
周文忠和林宗翰(2010)：實體與虛擬教具於教師教學應用上之省思。資訊科學應用期刊，第6卷，33-46。
周金城(2007)：探究中學生對科學模型的分類與組成本質的理解。第二十三屆中華民國科學教育學術研討會，高雄市，台灣。
周金城(2008)：探究中學生對科學模型的分類與組成本質的理解。科學教育期刊，第306卷，10-17。
林郁宏(2009)：立體書對幼童空間方位學習成效研究。崑山科技大學視覺傳達設計研究所碩士論文，未出版，台南市。
林振欽和洪振方(2010)：學生建模歷程分析與類型之個案研究：以電腦模擬單擺實驗為例。高雄師大學報(自然科學與科技類)，第25期，1-24。
林嘉綏和李丹玲(2005)：幼兒數學教材教法。台北：五南。
林靜雯和吳育倫(2011)：探究動態表徵結合即時回饋系統對診斷學生簡單暨串聯電路之另有概念的影響。教育與心理研究，第34(1)卷，79-107
林靜雯和邱美虹(2005)：整合類比與多重表徵研究取向探究多重類比設計對兒童電學概念學習之影響。科學教育學刊，第13(3)期，317-345。
林靜雯和邱美虹(2007)：從認知／方法論之向度初探高中學生模型及建模歷程之知識。第二十三屆中華民國科學教育學術研討會，高雄，台灣。
邱美虹(2007)：以認知師徒制探討建模能力與歷程對學生學習物質科學中「氧化與還原」之影響。行政院國家科學委員會研究計畫成果報告(NSC 95-2511-S-003-024-MY2)。
邱美虹(2008)：模型與建模能力之理論架構。科學教育月刊，306，2-9。
邱美虹和劉俊庚(2008)：從科學學習的觀點探討模型與建模能力。科學教育月刊，第314期，2-20。
邵怡莉(2011)：虛擬教具和實體教具對國小智能障礙學生時間概念應用學習成效之比較研究。中原大學教育研究所碩士論文，未出版，桃園縣。.
姜滿(1997)：國小學童地球運動之想法與概念改變歷程。台南師院學報，第30期，217-243。
封中興、顏志昌和洪振方(2011)：「多元模型教學模式」的教學成效之評析－以國小星象觀測單元為例，屏東教育大學學報-教育類，第36期，25-62。
洪文東(2007)：幼年期兒童的空間概念。南臺灣2007幼兒保育學術研討會論文集，美和技術學院。
洪振方、莊敏雄和宋國城(2011)：建模教學對國小學童的模型認知及地質概念理解之影響。科學教育學刊，19(4)，309-333。
胡長銘(2009)：虛擬教具應用於國小四年級角度概念教學之影響研究。交通大學理學院科技與數位學習學程學位論文，未出版，台東縣。
翁嘉鴻(2001)：以認知負荷觀點探討聽覺媒體物件之媒體呈現方式對學習成效之影響。國立中央大學資訊管理研究所碩士論文，未出版，台東縣。
高慧蓮和蘇明洲(2004)：科學本質的理論回顧與課程設計的實例分享。中華民國九十三年自然與生活科技學習領域課程研討會手冊。台北：國立台灣師範大學，261-292。
張志康和邱美虹(2008)：中學生模型本質觀的相關研究。中華民國第二十四屆科學教育學術研討會，國立台灣師範大學。
張國恩、林水成、潘宏明和陳世旺(1998)：屬性化概念圖的模糊評量。科學教育學刊，第6卷第1期，81-94。
張惠博(1999)：迷思概念的研究方法。發表於行政院國科會主辦之「科學概念學習研究」研習會，台北市：國立臺灣師範大學。
張漢宜(2002)：教導兒童學習教學的新工具—虛擬教具。國教輔導，42(1)，11633-1167。
張靜儀(2002)：科學迷思概念的研究與概念改變教學。屏師科學教育，第16卷，49-56。
教育部(2010)：國民中小學九年一貫課程綱要-自然與生活科技課程綱要。台北：教育部。
許民陽(1995)：國小學童對方向及位置兩空間概念認知發展的研究(2)--國小中年級學童對東西南北相關方位的認知探討。臺北市立師範學院學報，第26期，213-244。
許民陽、王郁軒、梁添水和鄭紹龍(2001)：國小運用STS教學模式—天象與時空概念教學模組之探討。科學教育學刊，9(1)，79-100。
許民陽、鄧國雄、卓娟秀、李崑山和殷炯盛(1994)：國小學童對方向及位置兩空間概念認知發展的研究(1)。臺北市立師範學院學報，第25期，91-120。
許培恩(2010)：使用自由軟體Stellarium 於國小自然領域月相概念教學成效之研究。國立臺東大學教育學系碩士論文，未出版，台東縣。
許培恩和楊義清（2010）：國小天文教學上之教學困境及解決策略與方案。電腦與網路科技在教育上的應用研討會。2010 The International Conference on Computer and Network Technologies in Education(CNTE 2010), 國立新竹教育大學，2010.04.29 ~ 30。
連啟瑞和盧玉玲(1996)：國民小學高年級學童對自然科學、環境和技學興趣類別分析研究-城鄉之比較。台北師院學報，第9期，517-544。
郭金美(1999)：建構主義教學方法-影響學童光學概念學習教材模式的研究。嘉義師院學報，第13期，157-201。
郭雨珍(2011)：行動環境中「表徵形式」與「線索有無」對學習者學習行為、認知負荷與學習成效之影響，中央大學。
郭重吉(1980)：學生科學知識認知結構的評估與描述。彰化師大學報，第一期，279-319。
郭重吉和江武雄(1993)：從協助學童建構意義的觀點探討國中理化教學的改進。國科會專題研究成果報告：NSC82-0111-S018-001。
陳欣民和劉祥通(2002)：從兒童迷思概念之文獻分析談機率單元的教學與課程。科學教育研究與發展，26，40-51。
陳芳慶和陳孟寬（2009）：Google Earth介紹與應用於國小社會領域教學之研究。網路社會學通訊期刊，77期。
陳炫勳(2014)：來自星星的夢-應用科技學天文。科學研習，53(6)，30-33
陳彙芳和范懿文(2000)：認知負荷對多媒體電腦輔助學習成效之影響研究。資訊管理研究，第2(2)卷，45-60.
陳毓梅(2011)：不同教具教學環境對國小一年級學生學習立方體積木堆疊計數的影響。中原大學教育研究所碩士論文，未出版，桃園縣。
陳瑞麟(2004)：科學理論版本的結構與發展。台北市：台灣大學出版。
陳翠雯、侯依伶和劉嘉茹(2010)：不同非語詞刺激對國小學生月相概念學習之影響。科學教育學刊，18(4)，361-387。
黃秀山(2003)：以數位星象儀多媒體演示系統進行星象教學之成效研究。台北市立師範學院科學教育研究所碩士論文，未出版，台北市。
黃書卿(2008)：以心象為基礎之電腦輔助教材開發-以國小地圖教學為例。國立台北教育大學教育傳播與科技研究所碩士論文，未出版，台北市。
黃達三(1995)：國小自然科新課程教學理念探討。國立編譯館通訊，(26)，19-21。
楊純珠(1999)：「溶液」多媒體CAL 之概念學習研究。國立臺灣師範大學化學研究所碩士論文，未出版，台北市。
廖淑苹(2000)：發展國中「分子」多元媒體與概念學習研究。國立臺灣師範大學化學研究所碩士論文，未出版，彰化縣。
熊召弟(1995)：對國小自然科新課程教材之建議。國立編譯館通訊，8(1)，13-18。
劉怡君(2010)：不同表徵形式測驗對診斷學生簡單暨串聯電路心智模式的影響。臺北市立教育大學自然科學系教學碩士班碩士論文，未出版，台北市。
劉俊庚(2001)：迷思概念與概念改變教學策略之文獻分析－以概念構圖和後設分析模式探討其意涵與影響。國立臺灣師範大學科學教育研究所碩士論文，未出版，台北市。
劉德勝、黃釗俊、王明仁、李念魯和陳輝樺(1996)：國小四、五、六年級天文知識背景調查。科學教育研究與發展月刊，14，30-45 。
蔡輝龍(1999)：以彙總研究探討多種媒體呈現方式對學習成效的影響，國立中央大學資訊管理研究所碩士論文，未出版，桃園縣。
盧永勝(2009)：3D星圖模擬軟體在國小自然與生活科技領域學習成效之研究。高雄師範大學工業科技教育學系碩士論文，未出版，高雄市。
蕭登仲、謝哲仁和蔡玉花(2004)：國小學生在動態多重表徵視窗環境下學習等值分數成效之研究。國立臺南師範學院「南師學報」，第38(1)卷，數理與科學類，77-106。
賴瑞芳(2002)：小學月亮迷思概念之研究。臺中師範學院自然科學教育研究所碩士論文，未出版，台中市。
賴慶三和吳正雄(2005)：國小學童天文實作教學學習之研究。國立臺北師院學報，18 (1)，59-86。
戴政吉(2001)：國小四年級學童長度與面積迷思概念之研究。國立屏東範學院碩士論文，未出版，屏東縣。
謝甫宜和洪振方(2010)：不同教學方法增進學生科學本質學習成效之比較與分析。屏東教育大學學報-教育類，第35卷，1-32。
鍾菊香(2005)：認知圖述說幼兒空間認知能力的表現-以家家幼稚園戶外教學為例。國立台北教育大學碩士論文，未出版，台北市。
鍾曉蘭和邱美虹(2009)：以動態評量探究學生氣體粒子本質的概念改變歷程。中華民國第25屆科學教育學術研討會。臺北市：國立臺灣師範大學。
顏志昌(2007)：以多元模型為基礎的教學對學生星象單元學習之影響。國立高雄師範大學科學教育研究所碩士論文，未出版，高雄市。
鐘建坪(2010)：引導式建模探究教學架構初探。科學教育月刊， 328 期，2-18。



二、英文部份

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