| 期刊論文1. | Lee, H.-S.、Liu, O. L.(2010)。Assessing learning progression of energy concepts across middle school grades: The knowledge integration perspective。Science Education,94(4),665-688。 | 2. | Briggs, D. C.、Alonzo, A. C.、Schwab, C.、Wilson, M.(2006)。Diagnostic Assessment With Ordered Multiple-Choice Items。Educational Assessment,11(1),33-63。 | 3. | 王依仁、葉忠達、江怡瑩(20120500)。國小六年級學童的繪畫創作想像力研究。藝術教育研究,23,105-137。 延伸查詢 | 4. | Plummer, J. D.、Krajcik, J. S.(2010)。Building a learning progression for celestial motion: Elementary levels from an earth-based perspective。Journal of Research in Science Teaching,47(7),768-787。 | 5. | Freidenreich, H. B.、Duncan, R. G.、Shea, N.(2011)。Exploring middle school students, understanding of three conceptual models in genetics。International Journal of Science Educa- tion,33(17),2323-2349。 | 6. | Raju, N. S.、Price, L. R.、Oshima, T. C.、Nering, M. L.(2007)。Standardized conditional SEM: A case for conditional reliability。Applied Psychological Measurement,31(3),169-180。 | 7. | Songer, N. B.、Gotwals, A. W.(2012)。Guiding explanation construction by children at the entry points of learning progressions。Journal of Research in Science Teaching,49,141-165。 | 8. | Alonzo, A. C.、Steedle, J. T.(2009)。Developing and assessing a force and motion learning progression。Science Education,93(3),389-421。 | 9. | Songer, N. B.、Kelcey, B.、Gotwals, A. W.(2009)。How and when does complex reasoning occur? Empirically driven development of a learning progression focused on complex reasoning about biodiversity。Journal of Research in Science Teaching,46(6),610-631。 | 10. | 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 multirepresentational instruction。Journal of Research in Science Teaching,47(8),1004-1035。 | 11. | Duschl, R.、Maeng, S.、Sezen, A.(2011)。Learning progressions and teaching sequences: A review and analysis。Studies in Science Education,47(2),123-182。 | 12. | Shea, N. A.、Duncan, R. G.(2013)。From theory to data: The process of refining learning progressions。Journal of the Learning Sciences,22(1),7-32。 | 13. | 邱發忠、陳學志、林耀南、涂莉苹(20121200)。想像力構念之初探。教育心理學報,44(2),389-410。 延伸查詢 | 14. | Ward, Thomas B.(1994)。Structured imagination: The role of category structure in exemplar generation。Cognitive Psychology,27(1),1-40。 | 15. | 許育齡、梁朝雲、林志成(20130600)。教師發揮教學設計想像力的心理與環境因素探究。當代教育研究,21(2),113-148。 延伸查詢 | 16. | Zabriskie, B.(2004)。Imagination as laboratory。Journal of Analytical Psychology,49(2),235-242。 | 17. | Wood, K. D.、Endres, C.(2004)。Motivating student interest with the imagine, elaborate, predict, and confirm (IEPC) strategy。The Reading Teacher,58(4),346-357。 | 18. | Wilson, M.(2009)。Measuring processions: Assessment structures underlying a learning progression。Journal of Research in Science Teaching,46(6),716-730。 | 19. | Wang, C.-C.、Ho, H.-C.、Wu, J.-J.、Cheng, Y.-Y.(2014)。Development of the scientific imagination model: A concept-mapping perspective。Thinking Skills and Creativity,13,106-119。 | 20. | Wang, C.-C.、Ho, H.-C.、Cheng, Y.-Y.(2015)。Building a learning progression for scientific imagination: A measurement approach。Thinking Skills and Creativity,17,1-14。 | 21. | Robinson, A.(2010)。Chemistry's visual origins: Vivid imagination was key to unlocking the secrets of molecular structure in the nineteenth century。Nature,465,36。 | 22. | Ren, Fujun、Li, Xiuj、Zhang, Huiliang、Wang, Lihui(2012)。Progression of Chinese students' creative imagination from elementary through high school。International Journal of Science Education,34(13),2043-2059。 | 23. | Pendry, John B.、Schurig, David、Smith, David R.(2006)。Controlling electromagnetic fields。Science,312(5781),1780-1782。 | 24. | Hadzigeorgiou, Y.、Stefanich, G.(2000)。Imagination in science education。Contemporary Education,71(4),23-28。 | 25. | Ho, H.-C.、Wang, C.-C.、Cheng, Y.-Y.(2013)。Analysis of the scientific imagination process。Thinking Skills and Creativity,10,68-78。 | 26. | Campbell, K. H. S.、Mcwhir, J.、Ritchie, W. A.、Wilmut, I.(1996)。Sheep cloned by nuclear transfer from a cultured cell line。Nature,380,64-66。 | 27. | Cruz, H. D.、Smedt, J. D.(2010)。Science as structured imagination。Journal of Creative Behavior,44(1),37-52。 | 28. | Wang, W.-C.(2008)。Assessment of differential item functioning。Journal of Applied Measurement,9(4),387-408。 | 29. | Claesgens, J.、Scalise, K.、Wilson, M.、Stacy, A.(2009)。Mapping student understanding in chemistry: The perspectives on chemists。Science Education,93(1),56-85。 | 30. | Duncan, R. G.、Hmelo-Silver, C. E.(2009)。Learning progressions: Aligning curriculum, instruction, and assessment。Journal of Research in Science Teaching,46(6),606-609。 | 31. | Mohan, L.、Chen, J.、Anderson, C. W.(2009)。Developing a multi-year learning progression for carbon cycling in socio-ecological systems。Journal of Research in Science Teaching,46(6),675-698。 | 32. | Plummer, J. D.、Palma, C.、Flarend, A.、Rubin, K.、Ong, Y. S.、Botzer, B.、McDonald, S.、Furman, T.(2015)。Development of a learning progression for the formation of the solar system。International Journal of Science Education,37(9),1381-1401。 | 33. | Steedle, J. T.、Shavelson, R. J.(2009)。Supporting valid interpretations of learning progression level diagnoses。Journal of Research in Science Teaching,46(6),699-715。 | 34. | Elmesky, R.(2013)。Building capacity in understanding foundational biology concepts: A K-12 learning progression in genetics informed by research on children's thinking and learning。Research in Science Education,43(3),1155-1175。 | 35. | 王精文、黃琬婷、李建道(20160300)。運用抽象概念結合思考模式對管院學生想像力的激發。教育心理學報,47(3),373-390。 延伸查詢 | 36. | Al-Balushi, Sulaiman M.(20091200)。Factors Influencing Pre-Service Science Teachers' Imagination at the Microscopic Level in Chemistry。International Journal of Science and Mathematics Education,7(6),1089-1110。 | 37. | Berland, L. K.、McNeill, K. L.(2010)。A learning progression for scientific argumentation: Understanding student work and designing supportive instructional contexts。Science Education,94(5),765-793。 | 38. | Black, P.、Wilson, M.、Yao, S. Y.(2011)。Road maps for learning: A guide to the navigation of learning progressions。Measurement,9,71-123。 | 39. | Blajenkova, O.、Kozhevnikov, M.、Motes, M. A.(2006)。Object-spatial imagery: A new self-report imagery questionnaire。Applied Cognitive Psychology,20,239-263。 | 40. | Cooper, M. M.、Underwood, S. M.、Hilley, C. Z.、Klymkowsky, M. W.(2012)。Development and assessment of a molecular structure and properties learning progression。Journal of Chemical Education,89,1351-1537。 | 41. | Cullen, D. M.(2015)。Modeling instruction: A learning progression that makes high school chemistry more coherent to students。Journal of Chemical Education,92,1269-1272。 | 42. | Dilek, D.(2009)。The reconstruction of the past through images: An iconographic analysis on the historical imagination usage skills of primary school pupils。Educational Sciences: Theory & Practice,9(2),665-689。 | 43. | Duncan, Ravit Golan、Castro-Faix, Moraima、Choi, Jinnie(20160400)。Informing a Learning Progression in Genetics: Which Should Be Taught First, Mendelian Inheritance or the Central Dogma of Molecular Biology?。International Journal of Science and Mathematics Education,14(3),445-472。 | 44. | Duncan, R. G.、Rivet, A. E.(2013)。Science learning progressions。Science,339,396-397。 | 45. | Duncan, R. G.、Rogat, A. D.、Yarden, A.(2009)。A learning progression for deepening students' understandings of modern genetics across the 5th-10th grades。Journal of Research in Science Teaching,46(6),655-674。 | 46. | Gallas, K.(2001)。Look, Karen, I'm running like Jell-O: Imagination as a question, a topic, a tool for literacy research and learning。Research in the Teaching of English,35,457-492。 | 47. | Gotwals, A. W.、Songer, N. B.(2013)。Validity evidence for learning progression-based assessment items that fuse core disciplinary ideas and science practices。Journal of Research in Science Teaching,50,597-626。 | 48. | Hernandez, M. I.、Couso, D.、Pinto, R.(2015)。Analyzing students' learning progressions throught a teaching sequence on acoustic properties of materials with a model-based inquiry approach。Journal of Science Education and Technology,24,356-377。 | 49. | Jin, H.、Anderson, C. W.(2012)。A learning progression for energy in socio-ecological systems。Journal of Research in Science Teaching,49(9),1149-1180。 | 50. | Johnson, P.、Tymms, P.(2011)。The emergence of a learning progression in middle school chemistry。Journal of Research in Science Teaching,48,849-877。 | 51. | Schwarz, C. V.、Reiser, B. J.、Davis, E. A.、Kenyon, L.、Achér, A.、Fortus, D.、Shwartz, Y.、Hug, B.、Krajcik, J.(2009)。Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners。Journal of Research in Science Teaching,46(6),632-654。 | 52. | Sevian, H.、Talanquer, V.(2014)。Rethinking chemistry: A learning progression on chemical thinking。Chemistry Education Research and Practice,15(1),10-23。 | 53. | Smith, C. L.、Wiser, M.、Anderson, C. W.、Krajcik, J.(2006)。Implications of research on children's learning for standards and assessment: A proposed learning progression for matter and the atomic-molecular theory。Measurement,14,1-98。 | 54. | Stevens, S. Y.、Delgado, C.、Krajcik, J. S.(2010)。Developing a hypothetical multi-dimensional learning progression for the nature of matter。Journal of Research in Science teaching,47(6),687-715。 | 55. | Cheng, Y.-Y.、Wang, W.-C.、Ho, Y.-H.(2009)。Multidimensional Rasch analysis of a psychological test with multiple subtests: A statistical solution for the bandwidth-fidelity dilemma。Educational and Psychological Measurement,69(3),369-388。 | 56. | Eckhoff, A.、Urbach, J.(2008)。Understanding imaginative thinking during childhood: Sociocultural conceptions of creativity and imaginative thought。Early Childhood Education Journal,36(2),179-185。 | 57. | LeBoutillier, N.、Marks, D. F.(2003)。Mental imagery and creativity: A meta-analytic review study。British Journal of Psychology,94(1),29-44。 | 58. | Linacre, J. M.(1998)。Thurstone thresholds and the Rasch model。Rasch Measurement Transactions,12(2),634-635。 | 59. | Masters, G. N.(1982)。A Rasch model for partial credit scoring。Psychometrika,47(2),149-174。 | 60. | Vygotsky, Lev Semenovich(2004)。Imagination and Creativity in Childhood。Journal of Russian and East European Psychology,42(1),7-97。 | 61. | Wolfe, E. W.、Smith, E. V. Jr.(2007)。Understanding Rasch measurement: Instrument development tools and activities for measure validation using Rasch models: Part II--Validation activities。Journal of Applied Measurement,8(2),204-234。 | 62. | Mednick, Sarnoff A.(1962)。The Associative Basis of the Creative Process。Psychological Review,69(3),220-232。 | 63. | Zarnowski, Myra(2009)。The thought experiment: An imaginative way into civic literacy。Social Studies,100(2),55-62。 | 64. | Schumacker, R. E.、Smith, E. V. Jr.(2007)。Reliability: A Rasch perspective。Educational and Psychological Measurement,67(3),394-409。 | 會議論文1. | Smith, C.、Wiser, M.、Carraher, D.(2010)。Using a comparative, longitudinal study with upper elementary school students to test some assumptions of a learning progression for matter。NARST。Philaelphia, PA。 | 研究報告1. | 詹志禹(2010)。「未來想像與創意人才培育」中程個案計畫 (計畫編號:MOE-100-2-2-B005)。台北:教育部。 延伸查詢 | 圖書1. | Holland, P. W.、Wainer, H.(1993)。Differential item functioning。Hillsdale, New Jersey:Lawrence Erlbaum Associates。 | 2. | Wilson, M. R.(2005)。Constructing measures: An item response modeling approach。Lawrence Erlbaum Associates。 | 3. | Osbom, A. F.(1953)。Applied imagination。New York:Charles Scribner's Sons。 | 4. | Sternberg, Robert J.、Williams, Wendy M.(1996)。How to develop student creativity。Alexandria, Virginia:Association for Supervision and Curriculum Development。 | 5. | Amabile, T. M.(1996)。Creativity in context。Westview Press。 | 6. | American Educational Research Association、American Psychological Association、National Council on Measurement in Education(1999)。Standards for educational and psychological testing。Washington, DC:American Educational Research Association。 | 7. | Miles, Mathew B.、Huberman, A. Michael(1994)。Qualitative data analysis: A sourcebook of new methods。Sage Publications。 | 8. | 鄭昭明(1993)。認知心理學:理論與實踐。桂冠圖書股份有限公司。 延伸查詢 | 9. | Wilson, M.(2004)。Constructing Measures: An Item Response Modeling Approach。Mahwah, NJ:Lawrence Erlbaum Associates。 | 其他1. | Wu, M. L.,Adams, R. J.,Wilson, M. R.(2007)。ConQuest,Camberwell, Victoria:Australian Council for Educational Research。 | 2. | The Next Generation Science Standards(2013)。Appendix H: Understanding the scientific enterprise: The nature of science in the next generation science standards,http://www.nextgenscience.org/sites/ngss/files/Appendix%20H%20-%20The%20Nature%20of%20Science%20in%20the%20Next%20Generation%20Science%20Standards%204.15.13.pdf。 | 3. | 科技部(2012)。98 年度--「想像力與科技研究/實作能力培育」整合型計畫徵求書,http://www.nsc.gov.tw/sci/ct.asp?xItem=16326&ctNode=3395。 延伸查詢 | 4. | 教育部(2012)。未來想像與創意人才培育計畫--計畫緣起,http://hss.edu.tw/wSite/ct?xItem=2937&ctNode=274&mp=2。 延伸查詢 | 5. | Gale, B.,Zemeckis, R.(1989)。Back to the future,http://www.echinsicler.io/things-back-to-the-future-z-got-right-2015-10。 | 圖書論文1. | National Research Council(2006)。Systems for state science assessment。Committee on testing design on K-12 Science achievement。Washington, DC:National Academy Press。 | 2. | National Research Council(2007)。Taking science to school: Learning and teaching science in grades K-8。Committee on Science learning, kindergarten through eighth grade。Washington, DC:The National Academy Press。 | |
| |