一、中文部分
王如玉（1999）：問題解決教學模組對高一學生學習之影響。台北市：國立台灣師範大學碩士論文（未出版）。
王國華、段曉林和張惠博（1998）：國中學生對科學教師學科教學知識的知覺。科學教育學刊，6（4），363-381。
余瑞虔（1999）：國中理化創造性教學法影響學生創造性思考能力之研究。台北市：國立台灣師範大學碩士論文。
林陳涌（1995）：從經驗證據和科學理論的關係來探討自然科學實驗教學的意義。科學教育月刊。184，2-16。
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。洪榮昭（1995）：不同學習型態在問題解決思維發展之研究。行政院國科會研究計畫成果報告，NSC 84-2511-S-003-081-CL。
郭重吉（1992）：從建構主義的觀點探討中小學數理教學的改進。科學發展月刊，20（5）， 548-570。陳忠志、Taylor, P. C ＆ Aldridge, J. M.（1998）：國中教師科學本質及科學教學信念對理化教室環境的影響。科學教育學刊，6（4），383-402。陳熹棣（1995）：高週波基礎理論與應用。台北市：全華科技圖書公司。
國立台灣師範大學科學教育中心（1986）：高級中學化學。台北市：國立編譯館。
國立編譯館（1991）：國民中學理化教科書第二冊。台北市：國立編譯館。
教育部（1983）：高級中學課程標準。台北市：正中書局。
教育部（1996）：高級中學課程標準。台北市：正中書局。
教育部（1998）：國民教育階段九年一貫課程綱要總綱。台北市：教育部。
張文華（1995）：運用實驗活動培育學生科學過程技能。建構與教學，11。
張惠博（1993）：邁向科學探究的實驗教學。教師天地，62，12-20。
張惠博和劉宏文（2000）：師資培育與實習教師教學能力研究與問題的評述。台灣教育，591，28-40。
張俊彥和程上修（2000）：在地球科學課融入創造性問題解決及合作學習策略之初探研究。科學教育學刊，（8）3，251-272。
張秋男（1981）：對科學展覽應有的認識及如何使展覽作品成功。科學教育月刊，42，8-12。
曾金來（1981）：中小學科學展覽作品製作問題。國教世紀，16（9），8-10。
湯偉君（1999）：創造性問題解決模式的沿革與運用。科學教育月刊，223, 2-20。
楊善華（1999）：當代西方社會學理論。北京：北京大學出版社。
趙金祁（1979）：如何指導學生從事科學研究及科學展覽。科學教育月刊，344，20-36。
趙金祁、李田英、楊文金（1989）：中華民國科學教育發展實況與與展望。科學教育月刊，116，2-28。
劉宏文（1996）：建構主義的認識論觀點及其在科學教育上的意義。科學教育月刊，193，6-22。劉宏文和張惠博（1997）：建構主義的教學觀與概念改變的教學。中華民國第13屆科學教育學術研討會論文彙編，515-522。
劉士華（1986）：中小學科學展覽之檢討。科學教育月刊，17（5），394-395。
劉誌文（1995）：國民小學自然科創造性問題解決教學效果之研究。國民教育研究集刊，1，385-402。
劉嘉茹和邱美虹（2000）：概念改變機制與化學平衡迷思概念之研究。論文發表於中華民國第十六屆科學教育學術研討會。國立台灣師範大學。
黃鴻博（1996）：國民小學學校中的科學展覽活動。科學教育研究與發展月刊，2，3-22。
蔣佳玲（1999）：從權力的觀點探討學生在小組互動中科學知識的建構。彰化：國立彰化師範大學博士論文。顏瓊芬（1999）：職前生物教師進行開放式科學探究過程之研究。彰化：國立彰化師範大學博士論文。二、英文部分
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