壹、中文文獻
吳莉君（譯）（2010）。設計思考改造世界（原作者：T. Brown）。臺北市：聯經。 （原著出版年：2009）。
吳靜吉（1993）。創造性人格量表常模。未發表之研究。
吳靜吉（2002）。華人學生創造力的發掘與培育。應用心理研究，15，17-42。
吳靜吉（2003）。創造力的評量——4P觀點。創意教師團隊研習營。澎湖：國立 澎湖技術學院。
吳靜吉、陳甫彥、郭俊賢、林偉文、劉士豪、陳玉樺（1998）。新編創造思考測 驗研究。台北：教育部。
吳靜吉、陳淑惠、李慧賢、郭俊賢、王文中、劉鶴龍（1996）。創意生活經驗量 表之編制與修訂。未出版手稿。
宋曜廷、潘佩妤(2010)。混合研究在教育研究的應用。教育科學研究期刊，55(4)， 97-130。林育如（譯）（2012）。圖解設計思考：好設計，原來是這樣「想」出來的！
設計的心理學——人性化的產品設計如何改變世界。（原作者：Donald A. Norman）。台北：商周。（原出版年：2013）。
張起華（2001）。資訊人員的工作特性, 創造力人格特質與工作滿足的相關性研 究。中央大學，資訊管理研究所，碩士論文，未出版。
教育部（2003）。創造力教育白皮書。台北：教育部。
教育部電子報（2012）。「設計思考」成為新趨勢 。教育部電子報，518。取自 http://epaper.edu.tw/windows.aspx?windows_sn=10424
教育部（2015）。教育部年度教育施政計畫。台北：教育部。
許嘉家(2007)。高中職生個人知識論信念、創意人格與創意生活經驗之關係。國 立政治大學教育學系碩士學位論文，未出版。
陳宜秀（譯）（2014）。設計的心理學：人性化的產品設計如何改變世界（頁 263）。（原作者：Donald A. Norman）。台北：遠流。（原出版年：2011）。
陳昭儀（1991）。我國傑出發明家之人格特質創造歷程及生涯發展之研究。特殊 教育學刊，7， 211-229。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)，95-121。臺灣大學創新思考學院（2015年10月30日）。關於創新設計學院（網頁資訊）。 取自http://dschool.ntu.edu.tw/course/
貳、英文文獻
Amabile, T. M. (1983). The social psychology of creativity: A componential conceptualization. Journal of Personality and Social Psychology, 45(2), 357-376.
Amabile, T. M. (1988). A model of creativity and innovation in organizations. Research in Organizational Behavior, 10(1), 123-167.
Amabile, T. M. (1996). Creativity in context. Westview press.
Anderson, L. W., Krathwohl, D. R., &; Bloom, B. S. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Allyn &; Bacon.
Bereiter, C. (2002). Education and mind in the knowledge age. Mahwah, N.J. : L. Erlbaum Associates.
Bereiter, C., &; Scardamalia, M. (2014). Knowledge building and knowledge creation: One concept, two hills to climb. In Knowledge Creation in Education(pp. 35-52). Springer Singapore.
Besemer, S. P. (1998). Creative product analysis matrix: Testing the model structure and a comparison among products--three novel chairs. Creativity Research Journal, 11(4), 333-346.
Bielaczyc, K., &; Ow, J. (2014). Multi-player epistemic games: Guiding the enactment of classroom knowledge-building communities. International Journal of Computer-Supported Collaborative Learning, 9(1), 33-62.
Borkowski, J. G., Carr, M., &; Pressley, M. (1987). “Spontaneous” strategy use: Perspectives from metacognitive theory. Intelligence, 11(1), 61-75.
Brown, T. (2008). Design thinking. Harvard Business Review, June, 84-92.
Brown, V. R., &; Paulus, P. B. (2002). Making group brainstorming more effective: Recommendations from an associative memory perspective. Current Directions in Psychological Science, 11(6), 208-212.
Bruner, J. S. (1960). The process of education. Harvard University Press.
Carroll, M., Goldman, S., Britos, L., Koh, J., Royalty, A., &; Hornstein, M. (2010). Destination, imagination and the fires within: Design thinking in a middle school classroom. International Journal of Art &; Design Education, 29(1), 37-53.
Chappell, K. (2013). Structure and Improvisation in Creative Teaching. Thinking Skills and Creativity, 8, 120-121.
Chen, B., Scardamalia, M., &; Bereiter, C. (2015). Advancing knowledge‐building discourse through judgments of promising ideas. International Journal of Computer-Supported Collaborative Learning, 1-22.
Chi, M. T., Bassok, M., Lewis, M. W., Reimann, P., &; Glaser, R. (1989). Self‐ explanations: How students study and use examples in learning to solve problems. Cognitive Science, 13(2), 145-182.
Choi, I., Land, S. M., &; Turgeon, A. J. (2005). Scaffolding peer-questioning strategies to facilitate metacognition during online small group discussion. Instructional Science, 33(5-6), 483-511.
Choi, H. S., &; Thompson, L. (2005). Old wine in a new bottle: Impact of membership change on group creativity. Organizational Behavior and Human Decision Processes, 98(2), 121-132.
Collaros, P. A., &; Anderson, L. R. (1969). Effect of perceived expertness upon creativity of members of brainstorming groups. Journal of Applied Psychology, 53(2p1), 159-163.
Conklin, H. G. (2014). Toward More Joyful Learning: Integrating Play Into Frameworks of Middle Grades Teaching. American Educational Research Journal, 51(6), 1227-1255.
Coskun, H., &; Yilmaz, O. (2009). A new dynamical model of brainstorming: Linear, nonlinear, continuous (simultaneous) and impulsive (sequential) cases. Journal of Mathematical Psychology, 53(4), 253-264.
Creswell, J. W. (2011). Controversies in mixed methods research. The Sage handbook of qualitative research, 4, 269-284.
Cropley, A. J. and Urban, K. K. (2000). Programs and strategies for nurturing creativity. In K. A. Heller, F. J. Mönks, R. J. Sternberg and R. F. Subotnik (Eds.), International handbook of giftedness and talent (pp. 481-494). Oxford: Pergamon.
Cross, N. (2001). Design cognition: Results of protocol and other empirical studies of design activity. In C. M. Eastman, W. M. McCracken, &; W. C. Newstetter (Eds.), Design Knowing and Learning: Cognition in Design Education. (pp. 79-103). Amsterdam: Elsevier.
Cross, D. R., &; Paris, S. G. (1988). Developmental and instructional analyses of children's metacognition and reading comprehension. Journal of Educational Psychology, 80(2), 131-142.
Csikszentmihalyi, M. (1996). The creative personality. Psychology Today, 29(4), 36-40.
d. school (2013, June 17). Bootcamp bootleg [PDF]. Retrieved from http://dschool.stanford.edu/wpcontent/uploads/2013/10/METHODCARDS-v3-sl im.pdf
Dennis, A. R., &; Valacich, J. S. (1993). Computer brainstorms: More heads are better than one. Journal of Applied Psychology, 78(4), 531-537.
Dewey, J. (1910). The influence of Darwin on philosophy. NY: Henry Holt and Co.
Diehl, M., &; Stroebe, W. (1987). Productivity loss in brainstorming groups: Toward the solution of a riddle. Journal of Personality and Social Psychology, 53(3), 497-509.
Diehl, M., &; Stroebe, W. (1991). Productivity loss in idea-generating groups: Tracking down the blocking effect. Journal of Personality and Social Psychology, 61(3), 392-403.
Dorst, K. (2011). The core of ‘design thinking’and its application. Design studies, 32(6), 521-532.
Dougherty, D. A. L. E. (2013). The maker mindset. In Honey, M., &; Kanter, D. E. (Eds.), Design, make, play: Growing the next generation of STEM innovators, (pp. 7-11). Routledge.
Engestrom, Y. (1999). 23 Innovative learning in work teams: Analyzing cycles of knowledge creation in practice. In Engeström, Y., Miettinen, R., &; Punamäki, R. L. (Eds.), Perspectives on Activity Theory (pp. 377-404). Cambridge University Press.
Fischer, G. (2007). Designing socio-technical environments in support of meta-design and social creativity. In Proceedings of the 8th iternational conference on Computer supported collaborative learning (pp. 2-11). International Society of the Learning Sciences.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34(10), 906-911.
Flavell, J. H. (1999). Cognitive development: Children's knowledge about the mind. Annual review of psychology, 50(1), 21-45.
Florida, R. (2004). The rise of the creative class: and how it's transforming work, leisure, community and everyday life. Basic books.
Gan, Y., Scardamalia, M., Hong, H. Y., &; Zhang, J. (2010). Early development of graphical literacy through knowledge building. Canadian Journal of Learning and Technology/La revue canadienne de l’apprentissage et de la technologie, 36(1).
Gardner, H. (1993). Multiple intelligences: The theory in practice. Basic books.
Glăveanu, V. P. (2013). Rewriting the language of creativity: The five A's framework. Review of General Psychology, 17(1), 69-81.
Goldman, S., Carroll, M. P., Kabayadondo, Z., Cavagnaro, L. B., Royalty, A. W., Roth, B., Kwek, S..H., &; Kim, J. (2012). Assessing d. learning: Capturing the journey of becoming a design thinker. In Design Thinking Research (pp. 13-33). Springer Berlin Heidelberg.
Gough, H. G. (1979). A creative personality scale for the adjective check list. Journal of Personality and Social Psychology, 37(8), 1398-1405.
Gow, P. (2012). An experience of" Yes": Independent schools begin to explore and
exploit the power of design thinking. Independent School, 71(3), 72-79.
Gruber, H. E., &; Davis, S. N. (1988). Inching our way up Mount Olympus: The evolving-systems approach to creative thinking. In R. J. Sternberg (Ed.), The nature of creativity: Contemporary psychological perspectives (pp. 243-270). Cambridge, England: Cambridge University Press.
Guilford, J. P. (1957). Creative abilities in the arts. Psychological review, 64(2), 110-118.
Guilford, J. P. (1967). The nature of human intelligence. New York: McGraw-Hill.
Hargadon, A., &; Sutton, R. I. (1997). Technology brokering and innovation in a product development firm. Administrative Science Quarterly, 716-749.
Hartley, K. A., &; Plucker, J. A. (2014). Teacher Use of Creativity-Enhancing Activities in Chinese and American Elementary Classrooms. Creativity Research Journal, 26(4), 389-399.
Harvey, S. (2014). Creative synthesis: Exploring the process of extraordinary group creativity. Academy of Management Review, 39(3), 324-343.
Hong, H. Y. (2011). Beyond group collaboration: Facilitating an idea-centered view of collaboration through knowledge building in a science class of fifth-graders. The Asia-Pacific Education Researcher, 20(2), 248-262.
Hong, H. Y., &; Scardamalia, M. (2014). Community knowledge assessment in a knowledge building environment. Computers &; Education, 71, 279-288.
Hong, H. Y., Scardamalia, M., &; Zhang, J. (2010). Knowledge society network: Toward a dynamic, sustained network for building knowledge. Canadian Journal of Learning and Technology/La revue canadienne de l’apprentissage et de la technologie, 36(1).
Hong, H. Y., &; Sullivan, F. R. (2009). Towards an idea-centered, principle-based design approach to support learning as knowledge creation. Educational ¬¬- Technology Research and Development, 57(5), 613-627.
HPI D-school (2013, June 17). HPI-D school background [Web message] Retrieved from http://hpi.de/en/school-of-design-thinking/hpi-d-school.html
Jacobs, J. E., &; Paris, S. G. (1987). Children's metacognition about reading: Issues in definition, measurement, and instruction. Educational Psychologist, 22(3-4), 255-278.
Jobst, B., Köppen, E., Lindberg, T., Moritz, J., Rhinow, H., &; Meinel, C. (2012). The faith-factor in design thinking: Creative confidence through education at the design thinking schools Potsdam and Stanford?. In Design Thinking Research (pp. 35-46). Springer Berlin Heidelberg.
Johnson, S. (2010). Where good ideas come from: The natural history of innovation. Penguin UK.
K12 lab network (2013, June 17). The K12 lab wiki.[Web message] Retrieved from https://dschool.stanford.edu/groups/k12/
Karau, S. J., &; Williams, K. D. (1993). Social loafing: A meta-analytic review and theoretical integration. Journal of Personality and Social Psychology, 65(4), 681-706.
Kelly, R. (Ed.). (2012). Educating for creativity: A global conversation. Brush Education.
Kerr, N. L., &; Bruun, S. E. (1983). Dispensability of member effort and group motivation losses: Free-rider effects. Journal of Personality and social Psychology, 44(1), 78-94.
Kurtz, B. E., &; Borkowski, J. G. (1987). Development of strategic skills in impulsive and reflective children: A longitudinal study of metacognition. Journal of Experimental Child Psychology, 43(1), 129-148.
Kwek, S.H. (2011). Innovation in the classroom: Design thinking for 21st century
Learning. (master’s thesis). Retrieved from
http://www.stanford.edu/group/redlab/cgibin/publications_resources.php
Lave, J., &; Wenger, E. (1991). Situated learning. Legitimate peripheral participation.
Cambridge, MA: University of Cambridge Press.
Lin, K. Y., Hong, H. Y., &; Chai, C. S. (2014). Development and validation of the knowledge-building environment scale. Learning and Individual Differences,30, 124-132.
Lindberg, T., Meinel, C., &; Wagner, R. (2011). Design thinking: A fruitful concept for it development?. In Design Thinking (pp. 3-18). Springer Berlin Heidelberg.
Long, C. (2012). Teach your students to fail better with design thinking. Learning
and Leading with Technology, 39(5), 16-20.
Martin, R. L. (2009). The design of business: why design thinking is the next competitive advantage. In The Design of Business: Why Design Thinking Is The Next Competitive Advantage. Harvard Business School Press.
McCrindle, A. R., &; Christensen, C. A. (1995). The impact of learning journals on metacognitive and cognitive processes and learning performance. Learning and Instruction, 5(2), 167-185.
McGrath, J. E. (1984). Groups: Interaction and performance (Vol. 14). Englewood Cliffs, NJ: Prentice-Hall.
Nelson, T. O. (1996). Consciousness and metacognition. American psychologist, 51(2), 102-116.
Nemeth, C. J., Personnaz, B., Personnaz, M., &; Goncalo, J. A. (2004). The liberating role of conflict in group creativity: A study in two countries. European Journal of Social Psychology, 34(4), 365-374.
Nesher, D. (2001). Peircean epistmology of learning and the function of abduction as the logic of discovery. Transactions of the Charles S. Peirce Society, 23-57.
NETP (2010).Transforming American Education: Learning Powered by Technology. Retrieved from: https://www.ed.gov/sites/default/files/NETP-2010-final-report.pdf
Nijstad, B. A., &; Paulus, P. B. (2003). Group creativity. Group creativity: Innovation through collaboration (pp. 326-339). Oxford University Press.
Nijstad, B. A., Stroebe, W., &; Lodewijkx, H. F. (2003). Production blocking and idea generation: Does blocking interfere with cognitive processes?. Journal of Experimental Social Psychology, 39(6), 531-548.
Nonaka, I., &; Takeuchi, H. (1995). The knowledge-creating company: How Japanese companies create the dynamics of innovation. Oxford university press.
¬¬¬Noweski, C., Scheer, A., Büttner, N., von Thienen, J., Erdmann, J., &; Meinel, C. (2012). Towards a paradigm shift in education practice: Developing twenty-first century skills with design thinking. In Design Thinking Research (pp. 71-94). Springer Berlin Heidelberg.
Nusbaum, E. C., Silvia, P. J., &; Beaty, R. E. (2014). Ready, Set, Create: What Instructing People to "Be Creative" Reveals About the Meaning and Mechanisms of Divergent Thinking. Psychology of Aesthetics Creativity and the Arts, 8(4), 423-432.
Oppezzo, M., &; Schwartz, D. L. (2014). Give Your Ideas Some Legs: The Positive Effect of Walking on Creative Thinking. Journal of Experimental Psychology-Learning Memory and Cognition, 40(4), 1142-1152.
Paavola, S. (2004). Abduction as a logic and methodology of discovery: The importance of strategies. Foundations of Science, 9(3), 267-283.
Paavola, S., &; Hakkarainen, K. (2005). The knowledge creation metaphor–An emergent epistemological approach to learning. Science &; Education, 14(6), 535-557.
Paavola, S., Lipponen, L., &; Hakkarainen, K. (2002). Epistemological foundations for CSCL: A comparison of three models of innovative knowledge communities. In Proceedings of the Conference on Computer Support for Collaborative Learning: Foundations for a CSCL Community (pp. 24-32). International Society of the Learning Sciences.
Paavola, S., Lipponen, L., &; Hakkarainen, K. (2004). Models of innovative knowledge communities and three metaphors of learning. Review of Educational Research, 74(4), 557-576.
Parnes, S. J. (1967). The literature of creativity (Part II). The Journal of Creative Behavior, 1(2), 191-240.
Partnership for 21st skills (2009). Framework for 21st century learning. Retrieved from http://www.p21.org/overview/skills-framework
Paulus, P. B. (2000). Groups, teams, and creativity: The creative potential of idea‐generating groups. Applied psychology, 49(2), 237-262.
Paulus, P. B., &; Dzindolet, M. T. (1993). Social influence processes in group brainstorming. Journal of Personality and Social Psychology, 64(4), 575-586.
Paulus, P. B., &; Yang, H. C. (2000). Idea generation in groups: A basis for creativity in organizations. Organizational Behavior and Human Decision Processes, 82(1), 76-87.
Piaget, J. (1972). The psychology of the child. New York, NY: Basic Books.
Plaks, J. E., &; Higgins, E. T. (2000). Pragmatic use of stereotyping in teamwork: Social loafing and compensation as a function of inferred partner–situation fit. Journal of Personality and Social Psychology, 79(6), 962-974.
Popper, K. R. (1972). Objective knowledge: An evolutionary approach. Oxford: Clarendon Press.
Rauth, I., Köppen, E., Jobst, B., &; Meinel, C. (2010). Design thinking: an educational model towards creative confidence. Proceedings of the 1st International Conference on Design Creativity (ICDC 2010). Kobe, Japan.
Razzouk, R., &; Shute, V. (2012). What is design thinking and why is it important?. Review of Educational Research, 82(3), 330-348.
Reichertz, J. (2007). Abduction: The logic of discovery of grounded theory (pp. 214-228). Sage.
Rhodes, M. (1961). An analysis of creativity. Phi Delta Kappan, 305-310.
Robinson, K. (2006, Febrary). How schools kill creativity [TED]. Retrieved from http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity?nolanguag e=zh-en
Rogers, C. R., &; Freiberg, H. J. (1969). Freedom to learn.
Royalty, A., Oishi, L., &; Roth, B. (2012 ). “I Use It Every Day”: Pathways to adaptive innovation after graduate study in design thinking. In Design Thinking Research (pp. 95-105). Springer Berlin Heidelberg.
Runco, M. (2007). Creativity: Theories and themes: Research, development and practice. Burlington, MA: Elsevier Academy Press.
Runco, M. A., Millar, G., Acar, S., &; Cramond, B. (2010). Torrance tests of creative thinking as predictors of personal and public achievement: A fifty-year follow-up. Creativity Research Journal, 22(4), 361-368.
Sawyer, R. K. (2014). Group creativity: Music, theater, collaboration. Psychology Press.
Scardamalia, M. (2002). Collective cognitive responsibility for the advancement of knowledge. In B.Smith (Ed.), Liberal education in a knowledge society (pp.67-98). Chicago: Open Court.
Scardamalia, M. (2004). CSILE/Knowledge Forum®. In Education and technology: An encyclopedia (pp. 183-192). Santa Barbara: ABC-CLIO.
Scardamalia, M., &; Bereiter, C. (1991). Higher levels of agency for children in knowledge building: A challenge for the design of new knowledge media. The Journal of the Learning Sciences, 1(1), 37-68.
Scardamalia, M., &; Bereiter, C. (2003). Knowledge building. In Encyclopedia of Education (2nd ed., pp. 1370-1373). New York: Macmillan Reference, USA.
Scardamalia, M., &; Bereiter, C. (2006). Knowledge building: Theory, pedagogy, and technology. In Sawyer (Ed.), Cambridge handbook of the learning sciences (pp. 97-118).
Scardamalia, M., &; Bereiter, C. (2010). A brief history of knowledge building. Canadian Journal of Learning and Technology/La revue canadienne de l’apprentissage et de la technologie, 36(1).
Scheer, A., Noweski, C., &; Meinel, C. (2012). Transforming constructivist learning into action: Design thinking in education. Design and Technology Education: an International Journal, 17(3), 8-19.
Schoenfeld, A. H. (1992). Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics. Handbook of research on mathematics teaching and learning, 334-370.
Schrage, M. (2013). Serious play: How the world's best companies simulate to innovate. Harvard Business Press.
Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26(1-2), 113-125.
Schwering, A., Kuhnberger, K. U., &; Kokinov, B. (2009). Analogies - Integrating Cognitive Abilities. Cognitive Systems Research, 10(3), 175-177.
Scott, G., Leritz, L. E., &; Mumford, M. D. (2004). The effectiveness of creativity training: A quantitative review. Creativity Research Journal, 16(4), 361-388.
Sowden, P. T., Clements, L., Redlich, C., &; Lewis, C. (2015). Improvisation facilitates divergent thinking and creativity: Realizing a benefit of primary school arts education. Psychology of Aesthetics, Creativity, and the Arts, 9(2), 128-138.
Stahl, G. (2005). Group cognition in computer‐assisted collaborative learning.Journal of Computer Assisted Learning, 21(2), 79-90.
Stahl, G. (2006). Group cognition: Computer support for building collaborative knowledge (pp. 451-473). Cambridge, MA: Mit Press.
Stahl, G. (2007). Meaning making in CSCL: Conditions and preconditions for cognitive processes by groups. Paper presented at the international conference on Computer-Supported Collaborative Learning (CSCL2007), Brunswick, NJ. S. (pp.652-661).
Stahl, G. (2010). Group cognition as a foundation for the new science of learning. I n New Science of Learning (pp. 23-44). Springer New York.
Sternberg, R. J. (Ed.). (1988). The nature of creativity: Contemporary psychological perspectives. CUP Archive.
Sternberg, R. J. (1998). Metacognition, abilities, and developing expertise: What makes an expert student?. Instructional Science, 26(1-2), 127-140.
Sternberg, R. J., &; Lubart, T. I. (1995). Defying the crowd: Cultivating creativity in a culture of conformity. Free Press.
Sternberg, R. J., &; Lubart, T. I. (1999). The concept of creativity: Prospects and paradigms. Handbook of creativity, 1, 3-15.
Sun, Y., Zhang, J., &; Scardamalia, M. (2010). Knowledge building and vocabulary growth over two years, Grades 3 and 4. Instructional Science,38(2), 147-171.
Teddlie, C., &; Tashakkori, A. (2009). Foundations of mixed methods research: Integrating quantitative and qualitative approaches in the social and behavioral sciences. Sage Publications Inc.
Torrance, E. P. (1962). Guiding creative talent. Englewood Cliffs, NJ: Prentice-Hall.
Torrance, E., &; Hall, L. K. (1980). Assessing the further reaches of creative potential. The Journal of Creative Behavior, 14(1), 1-19.
Treffinger, D. J., &; Isaksen, S. G. (1992). Creative problem solving: An introduction. Sarasota, FL: Center for Creative Learning
Tsai, C. C., Chai, C. S., Wong, B. K. S., Hong, H. Y., &; Tan, S. C. (2013). Positioning design epistemology and its applications in education technology. Journal of Educational Technology &; Society, 16(2), 81-90.
van Aalst, J. (2009). Distinguishing knowledge-sharing, knowledge-construction, and knowledge creation discourses. International Journal of Computer-Supported Collaborative Learning, 4 (3), 259–287.
Vygotsky, L. S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University.
Wagner, T. (2010). The global achievement gap: Why even our best schools don't teach the new survival skills our children need--and what we can do about it. Basic Books.
Wallas, G. (1926). The art of thought. New York: Harcourt.
Wegerif, R. (1996). Using computers to help coach exploratory talk across the curriculum. Computers &; Education, 26(1), 51-60.
White, B. Y., &; Frederiksen, J. R. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16(1), 3-118.
Williams, K. D., &; Karau, S. J. (1991). Social loafing and social compensation: the effects of expectations of co-worker performance. Journal of Personality and Social Psychology, 61(4), 570-581.
Wright, N., Wrigley, C., &; Bucolo, S. (2012). Broadening horizons: an emerging research agenda modelling design led innovation across secondary education. In Leading Innovation through Design: Proceedings of the DMI 2012 International Research Conference (pp. 523-529). DMI.
Zhang, J., Chen, M. H., Chen, J., &; Mico, T. F. (2013). Computer-supported metadiscourse to foster collective progress in knowledge-building communities. In Proceedings of the International Conference of Computer-supported Collaborative Learning (CSCL). Madison, Wisconsin.
Zhang, J., Chen, M.-H., Tao, D., Naqvi, S., &; Peebles, B. (2014). Using idea thread mapper to support collaborative reflection for sustained knowledge building. Annual Meeting of American Educational Research Association (AERA 2014), Philadelphia, PA.
Zhang, J., Hong, H. Y., Scardamalia, M., Teo, C. L., &; Morley, E. A. (2011). Sustaining knowledge building as a principle-based innovation at an elementary school. The Journal of the learning sciences, 20(2), 262-307.
Zhang, J., &; Messina, R. (2010). Collaborative productivity as self-sustaining processes in a grade 4 knowledge building community. In Proceedings of the 9th International Conference of the Learning Sciences - Volume 1 (pp. 49–56). International Society of the Learning Sciences. Retrieved from http://dl.acm.org/citation.cfm?id=1854360.1854367
Zhang, J., Scardamalia, M., Reeve, R., &; Messina, R. (2009). Designs for collective cognitive responsibility in knowledge-building communities. Journal of the Learning Sciences, 18(1), 7–44.