| 期刊論文| 1. | Vosniadou, S.、Brewer, W. F.(1992)。Mental meanings of the earth: A study of conceptual change in childhood。Cognitive Psychology，24(4)，535-585。   | | 2. | Johnstone, A. H.(1993)。The development of chemistry teaching: A changing response to changing demand。Journal of Chemical Education，70(9)，701-705。 | | 3. | diSessa, A. A.、Gillespie, N. M.、Esterly, J. B.(2004)。Coherence versus fragmentation in the development of the concept of force。Cognitive Science，28(6)，843-900。 | | 4. | Vosniadou, Stella、Brewer, William F.(1994)。Mental Models of the Day/Night Cycle。Cognitive Science，18(1)，123-183。 | | 5. | 邱美虹、劉俊庚(20081100)。從科學學習的觀點探討模型與建模能力。科學教育，314，2-20。 延伸查詢 | | 6. | Liang, J. C.、Chou, C. C.、Chiu, M. H.(2011)。Student test performances on behavior of gas particles and mismatch of teacher predictions。Chemistry Education Research and Practice，12(2)，238-250。 | | 7. | Johnstone, A. H.(1991)。Why is science difficult to learn? Things are seldom what they seem。Journal of Computer Assisted Learning，7(2)，75-83。 | | 8. | 邱美虹、翁雪琴(19950300)。國三學生「四季成因」之心智模式與推論歷程之探討。科學教育學刊，3(1)，23-68。 延伸查詢 | | 9. | 邱美虹、陳英嫻(19950600)。月相盈虧之概念改變。師大學報，40，509-548。 延伸查詢 | 圖書| 1. | Carey, S.(1985)。Conceptual change in childhood。Cambridge, Massachusetts：MIT Press。 | | 2. | Mayer, Richard E.(2001)。Multimedia learning。Cambridge University Press。 | 其他| 1. | 史嘉章(2002)。發展二階試題以探討國高中學生氣體迷思概念。 延伸查詢 | | 2. | 吳怡嫺、邱美虹(200612)。探究高中生氣體粒子概念之心智表徵與課本表徵之關聯性。 延伸查詢 | | 3. | 吳明珠(2004)。從科學史中理論模型的發展暨認知學心智模式探討化學概念的理解--層析理論的模型化案例。 延伸查詢 | | 4. | 邱美虹(2006)。科學概念學習研究（VI）：化學科－子計畫二：台灣地區中學生「粒子與化學平衡」概念之心智模式與概念改變之研究。 延伸查詢 | | 5. | 洪振方(1987)。學生空氣體積及壓力之粒子模型概念與推理能力之相關研究。 延伸查詢 | | 6. | 陳盈吉(2004)。探究動態類比對於科學概念學習與概念改變歷程之研究--以國二學生學習氣體粒子為例。 延伸查詢 | | 7. | 鍾曉蘭、邱美虹(200612)。探究高二學生理想氣體中混合氣體的心智模式與概念改變。 延伸查詢 | | 8. | 潘冠錡、陽季吟(2006)。氣體動力論。 延伸查詢 | | 9. | Adadan, E., Trundle, K. C., & Irving, K. E.(2010)。Exploring grade 11 students’ conceptual pathways of the particulate nature of matter in the context of multi-representational instruction。 | | 10. | Benson, D. L., Wittrock, M. C., & Baur, M. E.(1993)。Students’ preconceptions of the Nature of Gases。 | | 11. | Chi, M. T. H.(2005)。Common sense conceptions of emergent processes: Why some misconceptions are robust。 | | 12. | Chi, M. T. H., & Roscoe, R. D.(2002)。The process and challenges of conceptual change。 | | 13. | Chiu, M.-H., & Chung, S.-L.(200708)。Investigating correctness, consistency, and completeness of students’ mental models and paths of conceptual change in learning the nature of gas particles via multiple modeling activities。 | | 14. | Chiu, M.-H., & Chung, S.-L.(200909)。Investigating students’ ontological change in their mental models of gas particles。 | | 15. | Chiu, M.-H., Guo, C.-J., & Treagust, D. F.(2007)。Assessing students’ conceptual understanding in science: An introduction about a national project in Taiwan。 | | 16. | de Berg, K. C.(1995)。Student understanding of volume mass, and pressure of air within a sealed syringe in different stage of compression。 | | 17. | de Vos, W., & Verdonk, A. H.(1996)。The particulate nature of matter in science education and in science。 | | 18. | diSessa, A. A.(1988)。Knowledge in pieces. In G. Forman & P. Pufall。 | | 19. | Freksa, C., & Barkowsky, T.(1999)。On the duality and on the integration of propositional and spatial representations。 | | 20. | Gilbert, J. K., & Boulter, C.(1998)。Learning science through models and modeling。 | | 21. | Gilbert, J. K., Boulter, C., & Rutherford, M.(2000)。Explanations with models in science education。 | | 22. | Gobert, J., Snyder, J., & Houghton, C.(200504)。The influence of students’ understanding of models on model-based reasoning。 | | 23. | Harrison, A. G., & Treagust, D. F.(1996)。Secondary Students’ mental models of atoms and molecules: Implications for teaching chemistry。 | | 24. | Johnson, P.(1998)。Progression in children’s understanding of a ‘basic’ particle theory: A longitudinal study。 | | 25. | Johnson, P., & Papageorgiou, G.(2010)。Rethinking the introductory of particle theory: A substance-based framework。 | | 26. | Johnson-Laird, P. N.(1999)。Formal rules versus mental models in reasoning。 | | 27. | Johnstone, A. H.(2000)。Chemical education research: Where from here?。 | | 28. | Margel, H., Eylon, B. S., & Scherzo, Z.(2008)。A longitudinal study of junior high school students’ conceptions of the structure of materials。 | | 29. | Millar, R.(1990)。Making sense: What use are particle ideas to children?。 | | 30. | Novick, S., & Nussbaum, J.(1981)。Pupils’ understanding of the particles nature of matter: A cross-age study。 | | 31. | Treagust, D. F., Chittleborough, G., & Mamiala, T. L.(2002)。Students’ understanding of the role of scientific models in learning science。 | | 32. | Vosniadou, S.(2002)。On the nature of naïve physics。 | | 33. | Vosniadou, S., Skopeliti, I., & Ikospentaki K.(2004)。Modes of knowing and ways of reasoning in elementary astronomy。 | | 34. | Vosniadou, S., Vamvakoussi, X., & Skopeliti, I.(2008)。The framework theory approach to the problem of conceptual change。 | 圖書論文| 1. | Boulter, C. J.、Buckley, B. C.(2000)。Constructing a typology of models for science education。Developing models in science education。Dordrecht：Kluwer Academic Publishers。 | | 2. | Buckley, B. C.、Boulter, C. J.(2000)。Investigating the role of representations and expressed models in building mental models。Developing models in science education。Kluwer Academic Publishers。 | | 3. | Duit, R.、Treagust, D. F.、Mansfield, H.(1996)。Investigating student understanding as a prerequisite to improving teaching and learning in science and mathematics。Improving teaching and learning in science and mathematics。New York：Teachers College。 | |