一、中文部分：
方泰山，劉哲淵(1999)： 化學實驗在國際奧林匹亞三十年競賽的回顧與展望。科學教育月刊，第217期。
王文科（1990）：教育研究法。台北市 : 五南圖書公司。
成映鴻(1984)：科展與科學教育。國教輔導，23卷8期，pp. 12-13頁。
朱則剛（1996）：建構主義知識論對教學與教學研究的意義。教育研究雙月刊，49期，39-45頁。朱智賢（1990）：心理學大辭典。北京師範大學出版社，台北結構群出版社總代理。
朱德生(1987)：西方認識論史綱。新店市：谷風出版社。
吳天佑(2000)：台灣教育探源。臺北市 : 教育資料館。
吳翠鳳（2000）：個人諮商理論的建構。國立台灣師範大學心理與輔導研究所碩士論文，未出版。
呂溪木(1983)：從國際科展看我國今科學教育發展的方向。科學教育，64期，pp. 13-19頁。
李偉俊（1996)： 未來資優教育的新指標：獨立研究方案(ISP)。國教之聲，30卷1期，pp. 18-29。
林家慶、葉國慈 和徐志宏 (1993)：從初二普化科展談師院非數理系的科學教育。國教之聲，22卷1期pp.13-17。
林素惠（1998）：學生學習的新思路:教室經營與班級團隊。中等教育。第四十八卷第四期，頁70-76。林陳涌(1995)：從經驗證據到科學理論之間的關係來探討自然科實驗教學的意義。科教月刊，第184期。
邱玉玲(2000)：科學展覽存廢問題之省思。師友，396期。
邱美虹(2000)：概念改變的省思與啟示。科學教育學刊，8(1)，1-34。邱美虹, 劉嘉茹, 周金城 , 梁家祺（1999)：認知師徒制對學生化學概念改變的影響。中華民國第十五屆科學教育學術研討會。
邱美虹，湯偉君（2000):美國新標準（New Standards)：科學實作評量之內涵與範例介紹。科學教育月刊，第233期。
柯永河（2001）：習慣心理學. 辨識篇 : 習慣的進化、發展與衰退。臺北市 : 張老師出版社。洪志明(2001)：我國國二學生課餘學習時間與學習成就之關係。科學教育月刊，第236期。
郁慕鏞(1994)：科學定律的發現。台北市：淑馨出版社。
夏林清(1996)：實踐取向的研究方法。胡幼慧 主編。質性研究：理論、方法及本土女性研究實例。台北市：巨流圖書公司。
徐美蓮、薛秋子(1999)：以建構教學編織生命教育統整課程。國教天地，134期，pp.84-90。
袁江洋(1998)：牛頓革命與近代科學興起的發生學詮釋。二十一世紀評論，第五十期。高宣揚(1991): 德國哲學的發展。台北市 : 遠流出版。高博銓(1999)：透視獨立研究課程。資優教育，70期，pp.16-19。
教育部(1993)：國民中學課程標準。台北：教育部。
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教育部(1996)：高級中學課程標準。台北：教育部。
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許育彰(1999)：探討高中生從力學情境中發現問題的能力之研究。國立台灣師範大學科學教育研究所博士論文，未出版。郭文禎，張文華（2000)：六年級學生投入實驗活動的方式。科學教育，226期，PP. 2-14。
郭正雄(1992)：談資優兒童獨立研究能力之培養。資優教育，43期，pp. 22-25。
郭生玉（1994）：心理與教育研究法。台北市 : 大世紀。
郭素琴（1998）：第五項修練:學習型組織的內涵及評析。教育研究，第六期。
郭靜姿(1993)：如何指導資優生進行獨立研究。資優教育，48期，pp. 5-15。
郭靜姿(1994)：資優課程與教材教法，資優教育季刊，第五十二期，p29-30。
陳建宏、黃芳裕(2000)：台北縣完全中學化學高成就學生實踐表現分析。第16屆科學教育學術研討會彙編。
陳美芳(1989)：獨立研究過程的記錄。資優教育，30期，pp.1-5。
陳義勳(2000)：中小學科學展覽之析論與評論。國教新知，46卷3期。
陳錫銘(1998)：實踐認識論應用於諮商員專業自我建構之研究。國立台灣師範大學心理與輔導研究所博士論文，未出版。彭森明(1997)：實作評量理論與實際。教育資料與研究，第九期。游經祥(1999)：學生小論文及科展之輔導與研究。高中教育，4期，pp.51-56。
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馮桂莊(1999)：中華民國參加國際科學展覽活動。科學教育月刊，第225期。
黃光國(1999)：建立「學術實踐的主體性」：對心理學門的檢討。大葉學報，第八卷，第二期。黃俊儒(2000)：從社會互動與認知投入的觀點探討理化實驗課中學習機會之分佈。國立台灣師範大學科學教育研究所博士論文，未出版。黃萬居(1999): 科學教學活潑化。科學教育研究與發展，17期。
楊文金（1996）.比較、社會比較、與科學學習的動機。科學教育月刊，195期，2-15頁。
楊巧如、王沛清(2000)：以「合作學習」導向的國中數學教學─行動研究。第16屆科學教育學術研討會。
楊深坑(1988)：理論、詮釋與實踐。台北市：師大書苑。
楊慶誠(1993)：科展經驗談。花師數理教育季刊，2期，24-29。
楊曉白(1988)：如何指導資優生從事獨立研究。資優教育，28期，41-43。
詹志禹（1996）：認識與知識：建構論與接受觀。教育研究雙月刊，49期，25-30。詹焜能(2000)：兒童科學創意競賽開放問題解決的個案研究。16屆科學教育學術研討會。
劉元亮、姚慧華、寇世琪、曾曉萱、曹南燕、高達聲(1990)：科學認識論與方法論。台北市：曉園出版社。
劉知新 編，梁蕙珠、鄭長雲 著(1996)：化學實驗論。中國：廣西出版社。
劉秋燕(1993)：資優生獨立研究的理念與做法。資優教育季刊，47期，10-12。
劉魁(1998)：後現代科學觀。台北市：揚智文化。
劉鎮寧（1999）：論學習型學校的理想與實現。教育資料與研究，第二十七期。潘裕豐(1999)：遠距學習模式對資優生獨立研究之可行性探究。資優教育，70期，pp.7-15。蔡典謨(1998)：培養資優生成為知識的生產者。資優教育，69期，pp.1-5。
蔡崇建 (1982)：在漫長的暑假裡如何讓資優學生從事獨立研究。資優教育，7期pp.26-28頁。
蔡崇建(1989)：獨立研究之後──如何指導資優學生展現研究成果。資優教育，29期，pp.25-30。
鄭木城，顧錦濤，順榮和翁瑞美(1995)：科學展覽的指導和製作。科學教育，1期。
鄭湧涇(1988)：適合高中科學才賦優異學生的教學方案。資優教育，27期，pp.1-6。
鄭瑛珍(2000)：物理學家問題發現與問題解決之個案研究。國立台灣師範大學科學教育研究所碩士論文，未出版。
盧秀琴(1998)：如何設計科學實驗。國民教育，38卷5期，頁48-54。
盧雪梅（1998）：實作評量的應許、難題和挑戰。教育資料與研究，20期，頁1-5。.。蕭英勵(1999): 科學實驗引導學生進行思考。師友，381期。
謝雪貞(2000)：高級中學數理資優教育未來發展之導向研究：結論與建議。輔導通訊，60期，pp.57-61。
顏啟麟、馮桂莊(1995)：國立臺灣科學教育館的國際教育活動:國際科展。臺灣教育，538期，pp.37-42。
魏明通(1988)：中學生自由研究之道。科學教育，212期，pp.28-31。
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礬雪春、陳慧娟(1997)：自然科的教與學。林清山 主編：有效的學習方法。台北市：教育部訓育委員會。
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