何詩欽（2008）。多媒體教材在行動載具上不同呈現方式之學習成效探討-以高一生活科技為例（碩士論文）。取自臺灣博碩士論文知識加值系統。http://ndltd.ncl.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dnclcdr&s=id=%22097NCTU5726032%22.&searchmode=basic。2012/3/21。
余文爾（2005）。國中生活科技多媒體電腦輔助創造思考教學對學生學習成效之影響（碩士論文）。取自http://scholar.lib.ntnu.edu.tw/cgi-bin/gs/ntnugsweb.cgi?o=dntnucdr。2012/3/21。
吳訓生（2000）。國小低閱讀能力學生閱讀理解策略教學效果之研究（博士論文）。取自臺灣博碩士論文知識加值系統。http://ndltd.ncl.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dnclcdr&s=id=%22088NCUE0284013%22.&searchmode=basic。2012/3/21。
李隆盛(1996)。科技與職業教育的課題。臺北：師大書苑。
李咏吟 (2001)。學習輔導：學習心理學的應用 (2 版)。臺北：心理出版社。
林清山（譯）（1991）。教育心理學－認知取向（原作者：R. E. Mayer）。臺北：遠流。(原作1987年出版)
邱富宏（2001）。融入後設認知策略的網路學習環境對技術學院學生學習影響之個案研究（博士論文）。取自臺灣博碩士論文知識加值系統。http://ndltd.ncl.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dnclcdr&s=id=%22090NCUE0231019%22.&searchmode=basic。2012/3/21。
胡幼慧、姚美華（1996）。一個質性方法上的思考。載於胡幼慧主編，質性研究：理論方法及本土女性研究實例（頁147-150）。臺北：巨流圖書公司。
孫春在、林珊如（2007）。網路合作學習：數位時代的互動學習環境、教學與評量。臺北：心理出版社。
翁穎哲、譚克平（2008）。設計研究法簡介及其在教育研究的應用範例。科學教育月刊，307，15-30。
涂重敬（2003）。高雄市國中自然與生活科技教師能源教育教學現況與能源態度之研究（碩士論文）。取自臺灣博碩士論文知識加值系統。http://ndltd.ncl.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dnclcdr&s=id=%22091NKNU0036060%22.&searchmode=basic。2012/3/21。
張春興、林清山（1981）。教育心理學。臺北：東華書局。
張惠如（2006）。國中自然與生活科技教師能源態度與能源教學策略關係之研究（碩士論文）。取自臺灣博碩士論文知識加值系統。http://ndltd.ncl.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dnclcdr&s=id=%22094NCUE5037058%22.&searchmode=basic。2012/3/21。
張新仁（2006）。學習策略的知識管理。教育研究與發展期刊，2（2），19-42。
張新仁主編（2003）。學習與教學新趨勢。臺北：心理出版社。
張德銳、王淑珍（2010）。教師專業學習社群在教學輔導教師制度中的發展與實踐。臺北市立教育大學學報，41(1)，61-90。
教育部（2008）。普通高級中學課程綱要。取自http://www.edu.tw/high-school/content.aspx?site_content_sn=8403 。2012/3/21。
郭生玉（2000）。心理與教育測驗。臺北：精華書局。
郭聰貴、鄭麗娟、林麗娟、吳佳蕙（譯） (2007)。學習導向的教學設計原理（原作者：R. M. Gagné, W. W. Wager, K. C. Golas, & J. M. Keller）。高雄：麗文文化。(原作2005年出版)。
陳李綢（1995）。有效學習策略的研究與應用。載於林清山主編，有效學習的方法（頁64-76）。臺北：教育部。
陳建州(2001)。高級職業學校教師能源認知、能源態度與能源教學策略關係之研究（博士論文）。取自臺灣博碩士論文知識加值系統。http://ndltd.ncl.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dnclcdr&s=id=%22089NCUE0037022%22.&searchmode=basic。 2012/3/21。
黃政傑（1997）。教學原理。臺北：師大書苑。
黃政傑、林佩璇（1996）。合作學習。臺北：五南。
黃國鴻（1999）。以專題製作為主的電腦化學習環境之比較研究：認知取向與情境取向（博士論文）。取自臺灣博碩士論文知識加值系統。http://ndltd.ncl.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dnclcdr&s=id=%22088NCUE0231003%22.&searchmode=basic。2012/3/21。
黃淑玲（1999）。網際網路合作學習環境中學習互動型態與認知風格對學習效果之影響--以二次函數之教學為例（未出版之博士論文）。國立政治大學，臺北市。
溫嘉榮、吳明隆 (1999)。新時代資訊教育的理論與實務應用。臺北市：松崗電腦圖書。
葉文中（2006）。創造思考教學應用於高中生活科技多媒體電腦輔助課程對學生學習成效之影響（碩士論文）。取自http://scholar.lib.ntnu.edu.tw/cgi-bin/gs/ntnugsweb.cgi?o=dntnucdr。2012/3/21。
劉世雄（2004）。資訊科技融入教學的模式與學生學習因素之研究（博士論文）。取自臺灣博碩士論文知識加值系統。http://ndltd.ncl.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dnclcdr&s=id=%22093NPTTC576008%22.&searchmode=basic。2012/3/21。
劉世雄（2010）。運用高層次認知策略於數位多媒體教學之研究。課程與教學季刊，13(2)，155-188。
謝文斌、耿建興（2004）。北市高中生活科技教師對新課程實施之相關意見調查研究。生活科技教育月刊，37（1），14-27。
簡茂發（1999）。教學評量原理與方法。載於黃光雄主編，教學原理（頁393-423）。臺北：師大書苑。

Alessi, S. M., & Trollip, S. R. (2001). Multimedia for learning: Methods and development (3rd ed.). Needham Heights, Massachusetts: Allyn & Bacon.
Ashburn, E. A.（2006）. Attributes of meaningful learning using technology【MLT】. In E. A. Ashburn & R. E. Floden （Eds.）, Meaningful learning using technology: What educator need to know and do（pp.8-25）. New York: Teacher College Press.
Ashburn, E. A., & Floden, R. E. (2006). Meaningful learning using technology: What educator need to know and do. New York: Teacher College Press.
Ashman, A. F., & Conway, R. N. F. (1993). Using cognitive methods in the classroom. London and New York: Routledge.
Ausubel, D. (1963). The psychology of meaningful learning. New York: Grune & Stratton.
Baddeley, A. D.(1999). Human memory. Boston: Allyn & Bacon.
Baek, J. Y. (2007). Exploring the assessment of geological observation with design research(Doctoral dissertation).Available from ProQuest dissertation and theses database. http://gradworks.umi.com/3277152.pdf. 2012/3/21
Banks, F. (2000). Teaching design and technology. In G. Owen- Jackson (Ed.), Learning to teach design and technology in the secondary school(pp.151-169). New York: RoutledgeFalmer.
Barab, S., & Squire, K.（2004）. Design-based research: Putting a stake in the ground. Journal of the Learning Science, 13(1), 1-14.
Bauer, M. W., & Gasekell, G. ( Eds.). (2000). Qualitative researching: With text, image and sound. London: Sage Publications.
Bera, S. J. (2004). The nature of cognitive tool use in a hypermedia learning environment(Doctoral dissertation). Retrieved from http://repositories.lib.utexas.edu/bitstream/handle/2152/2130/berasj47233.pdf. 2012/3/21
Boyle, T. (1997). Design for multimedia learning. London: Prentice Hall.
Bransford, J. D., Brown, A. L., & Cocking, R. （2000）. How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.
Brookes, J. G., & Brookes, M. G. （1993）. In search of understanding: The case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
Brown, A. L.（1992）. Design experiments: theoretical and methodological challenges in creating complex interventions in classroom settings. The Journal of Learning Sciences, 2（2）,141-178.
Brunye, T. T., Ditman, T., Augustyn J. S., & Mahoney, C. R. ( 2009). Spatial and nonspatial integration in learning and training with multimedia systems. In R. Z. Zheng (Ed.), Cognitive effects of multimedia learning(pp.108-133). New York: Information Science Reference.
Carnell, E., & Lodge, C. (2002). Supporting effective learning. London: Paul Chapman Publishing.
Clark, R. E. (1983). Reconsider research on learning with media. Review of Educational Research, 53（4）, 445-459.
Clark, R. E. (1994). Media will never influence learning. Educational Technology Research and Development, 42（2）, 21-29.
Cobb, P. ( 2001). Supporting the improvement of learning and teaching in social and institutional context. In S. M. Carver & D. Klahr (Eds), Cognition and instruction: Twenty- five years of progress (pp.455-478). NJ: Lawrence Erlbaum Associates.
Collins, A., Joseph, D., & Bielaczyc K. (2004). Design research: Theoretical and methodological issues. The Journal of The Learning Science.13(1), 15-42.
Cuban, L. (2001). Oversold and underused: Computer in the classroom. Cambridge, MA: Havard University Press. Also available on-line at: http:// www.hup.havard.edu/pdf/ CUBOVE.pdf
Davidson-Shivers, G. V., & Rasmussen, K. L. (2006). Web-based learning design, implementation, and evaluation. Upper Saddle River, New Jersey: Pearson Education, Inc.
Dunlap, J. C., & Grabinger, R. S. ( 1996). Rich environments for active learning in the higher education classroom. In B. G. Wilson (Ed.). Constructivist learning environments: Case studies in instructional design(pp.65-82). Englewood Cliffs: Educational Technology Publications.
Edelson, D. C. (2002). Design research; What we learn when we engage in design. The Journal of The Learning Sciences, 11（1）, 105-121.
Gagné, R. M. (1985). The conditions of learning(4th ed.). N.Y.: Holt, Rinehart & Winston.
Glassman, M. (1994). All things being equal: The two roads of Piaget and Vygotsky. Developmental Review, 14, 185-214.
Grabe, M., & Grabe, C. (2004). Integrating technology for meaningful learning (4th ed.). Boston: Houghton Mifflin Company.
Gravemeijer, K., & Cobb, P. (2006). Design research from a learning design perspective. In J. van den Akker, K. Gravemeijer, S. McKenney, & N. Nieveen (Eds.), Educational design research（pp.17-51）. New York: Routledge.
Guba, E. G. (1990). The alternative paradigm dialog. In E. G. Guba (Ed.), The paradigm dialog(pp.17-27). London: Sage Publications.
Harel, I., & Papert, S. （1990）. Software design as a learning environment. Interactive Learning Environments, 1, 1-32.
Harper, B. (1996). Exploring the nardoo: Multimedia reporting in science problem solving. UniServe€Science News, 4(7). Retrieved from http://science.uniserve.edu.au/newsletter/vol4/harper.html. 2012/3/21
Herrington, J., & Oliver, R. (1999). Using situated learning and multimedia to investigate higher-order thinking. Journal of Educational Multimedia and Hypermedia. 8(4), 401-421.
Hopson, M. H., Simms, R. L., & Knezek, G. A. (2002). Using a technology-enriched environment to improve higher-order thinking skills. Journal of Research on Technology in Education, 34(2), 109-119.
International Technology Education Association（2000）. Standards for technological literacy: Content for the study of technology. Reston, VA: ITEA/Technology for All Americans Project.
Ivers, K. S., & Barron, A. E. (2006). Multimedia projects in education: Designing, producing, and assessing (3rd ed.). Westport: Libraries Unlimited.
Jonassen, D. H. (1992). Evaluating constructivistic learning. In T. M. Duffy, & D. H. Jonassen (Eds.), Constructivism and the technology of instruction: A conversation (pp.137-156). Hillsdale: Lawrence Erlbaum Associates, Inc.
Jonassen, D. H. (1996). Computers in the classroom: Mindtools for critical thinking. Columbus, OH: Merrill/Prentice-Hall.
Jonassen, D. H. (2000). Computer as mindtools for schools-engaging critical thinking (2nd ed.). Upper Saddle River, New Jersey: Prentice Hall, Inc.
Jonassen, D. H. (2006). Modeling with technology: Mindtools for conceptual change (3rd ed.). Upper Saddle River, New Jersey: Pearson Education, Inc.
Jonassen, D. H., Peck, K. L., & Wilson, B. G. (1999). Learning with technology: A constructivist perspective. Upper Saddle River, New Jersey: Prentice Hall, Inc.
Kalyuga, S. (2005). Prior knowledge principle in multimedia learning. In R. E. Mayer (Ed.). The Cambridge handbook of multimedia learning(pp.325-337). Cambridge, NY: Cambridge University Press.
Kalyuga, S. (2009). Maganging cognitive load in adaptive multimedia learning. Hershey: Information Science Reference.
Kelly, A. E. (2003). Research as design. Theme issue: The role of design in education research. Educational Researcher, 32（1）, 3-4.
Kelly, A. E., Lesh, R. A., & Baek, J. Y. (2008). Handbook of design research methods in education. New York: Routledge.
Kemp, W. H., & Schwaller, A. E.（1988）. Instruction to instructional strategies. In W. H. Kemp & A. E. Schwaller (Eds.), Instructional strategies for technology education 37th yearbook. Encino, CA: Glencoe.
Kimble, G. A. (1967). Foundations of conditioning and learning. New York: Appleton.
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issue in Technology and Teacher Education, 9（1）, 60-70.
Lajoie, S. P. (1993). Computer environments as cognitive tools for enhancing learning. In S. P. Lajoie & S. J. Derry（Eds.）, Computer as cognitive tools（pp.261-288）. Hillsdale, NJ: Erlbaum.
Lajoie, S. P. (2000). Computers as cognitive tools: No More Walls (Vol. 2). Mahwah: Lawrence Erlbaum Associates, Inc.
Laurillard, D. (1995). Multimedia and the changing experience of the learner. British Journal of Educational Technology, 26(3), 179-189.
Legemann, E. C. (2002). An elusive science: The troubling history of education research. Chicago: University of Chicago Press.
Lehrer, R. (1993). Authors of knowledge: Patterns of hypermedia design. In S. P. Lajoie & S. J. Derry（Eds.）, Computer as cognitive tools（pp.197-227）. Hillsdale, NJ: Erlbaum.
Levin, J. R., & O’Donnell, A. M.(1999). What to do about educational research’s credibility gaps? Issues in Education.5(2), 177-229.
Li, R. (2005). The effects of database as cognitive tools in a multimedia problem-based learning environment(Doctoral dissertation). Available from http://repositories.lib.utexas.edu/bitstream/handle/2152/1616/lir85180.pdf.
Lijnse, P. (2000). Didactics of science: The forgotten dimension in science education research? In R. Millar, J. Leach & J. Osborne (Eds.), Improving science education: The contribution of research(pp. 308-326). Buckingham: Open University Press.
Loveless, A. (2003). The role of ICT. London: Continuum.
Mayer, R. E. (1999). Multimedia aids to problem-solving transfer. International Journal of Education Research, 31, 611-623.
Mayer, R. E. (2005). Cognitive theory of multimedia learning. In R. E. Mayer(Ed.). The Cambridge handbook of multimedia learning, 31-48. Cambridge, NY: Cambridge University Press.
Mayer, R. E. (2008). Learning and instruction (2nd ed.). Upper Saddle River, New Jersey: Pearson Education, Inc.
Mayer, R. E. (2009). Multimedia learing (2nd ed.). New York: Cambridge University Press.
Mayer, R. E., Dow, G. T., & Mayer, S. (2003). Multimedia learning in an interactive self-explaining environment: What works in the design of agent-based microworlds? Journal of Educational Psychology, 95, 806-813.
McCrory, R. S. ( 2006). Technology and teaching: A new kind of knowledge. In E. A. Ashburn & R. E. Floden（Eds.）, Meaningful learning using technology: What educator need to know and do（pp.141-160）. New York: Teacher College Press.
Mishra, P. , & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge. Teachers College Record, 108（6）, 1017-1054.
Mishra, P., & Koehler, M. J. (2008). Introducing Technological Pedagogical Content Knowledge. Paper presented at the Annual Meeting of the American Educational Research Association.
Moreno, R., & Mayer, R. E. (2002). Engaging students in active learning: The case for personalized multimedia messages. Journal of Educational Psychology, 92, 724-733.
Nisbet, J., & Shucksmith, J. (1986). Learning strategies. London: Routledge.
Nunnally, J. C. (1978). Psychometric theory (2nd ed.). New York: McGraw-Hill.
O'Donnell, A. M., Reeve, J., & Smith, J. K. (2007). Educational psychology: Reflection for action. New York: John Wiley & Son.
O'Tuel, F. S., & Bullard, R. K. (1993). Developing higher order thinking in the content areas K-12. Pacific Grove: Critical Thinking Press & Software.
Overall, L. (2007). Supporting children's learning: A guide for teaching assistants. London: Sage Publications Ltd.
Paas, F. , Renkl, A., & Sweller, J. (2003). Cognitive load theory and instructional design: Recent development. Educational Psychologist, 38, 1-4.
Paivio, A. (2006). Mind and its evolution: A dual coding approach. Mahwah, NJ: Erlbaum.
Papert, S. (1993). The children’s machine: Rethink school in the age of the computer. New York: Basic.
Papert, S. (1990). Instruction by Seymour Papert. In I. Harel(ed.), Constructionist learning. Boston: MIT Laboratory.
Pea, R. D. (1985). Beyond amplication: Using the computer to reorganize mental functioning. Educational Psychologist, 20(4), 167-182.
Penuel, B., Korbak, C., Yarnell, L., & Pacpaco, R. (2001). Scicon Valley challenge 2000: Year 5 multimedia project report. San Joes: Scilicon Valley Network.
Perkins, D. N. (1986). Knowledge as design. Hillsdale, NJ: Lawrence Erlbaum Associates.
Piaget, J. (1971). Genetic Epistemology . New York: W. W. Norton & Company.
Reeves, T. C. (2006). Design research from a technology perspective. In J. van den Akker, K. Gravemeijer, S. McKenney, & N. Nieveen (Eds.). Educational design research (p.52-66). New York: Routledge.
Reiber, L. P. (1992). Computer-based microworlds: A bridge between constructivism and direct instruction. Educational Technology Research and Development, 40(1), 93-106.
Reigeluth, C. M. (1996). A new paradigm of ISD? Educational technology, 36(3), 13-20.
Resnick, M. (1996). Distributed constructionism. Proceedings of the international conference on the learning science. Retrieved from http://web.media.mit.edu/~mres/papers/Distrib-Construc/Distrib-Construc.html. 2012/3/21
Richey, R. C., & Nelson, W. A. (1996). Developmental research. In D. Jonassen （Ed.）, Handbook of research for educational communications and technology（pp. 1213-1245）. New York: Macmillan.
Salomon, G., Perkins, D. N., & Globerson, T. (1991). Patterns in cognition: Extending human intelligence with intelligent technologies, Educational Researcher, 20（3）, 2-9.
Sanders, C. S. (2002). Intergrating multimedia in technology education to improving college student comprehension, problem-solving skills, and attitudes toward instructional effectiveness(Doctoral dissertation). Available from http://repository.lib.ncsu.edu/ir/bitstream/1840.16/4599/1/etd.pdf. 2012/3/21
Shulman, L. S. (1986). Those who understand : Knowledge growth in teaching. Educational Researcher, 15(1), 1-22.
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57（1）, 1-22.
Simkins, M., & Penuel, W. R. (2000). Project-based learning + multimedia: Adding value to students' education. In J. Bourdeau & R. Heller (Eds.), Proceedings of world conference on educational multimedia, hypermedia and telecommunications 2000. Chesapeake, VA: AACE.
Songer, N. B.（2006）. Curriculum-focused professional development: Addressing the barriers to inquiry pedagogy in urban classrooms. In E. A. Ashburn & R. E. Floden（Eds.）, Meaningful learning using technology: What educator need to know and do（pp.70-86）. New York: Teacher College Press.
Sorensen, E. K., & Murchu, D. O. (2006). Enhancing learning through technology. Hershey: Information Science Publishing.
Stoney, S., & Oliver, R.（1999）.Can higher order thinking and cognitive engagement be enhanced with multimedia? Retrieved from http://imej.wfu.edu/articles/1999/2/07/index.asp. 2012/3/21
Sweller, J. (2006). The worked example effect and human cognition. Learning and Instruction, 16(2), 165-169.
Sweller, J., & Chandler, P. (1994). Why some material is difficult to learn. Cognition and Instruction, 12, 185-233.
The Design-Based Research Collective. (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32（1）, 5-8.
van den Akker, J. (1999). Principles and methods of development research. In J. van den Akker, R. M. Branch, K. Gustafson, N. Nieveen, & T. Plomp（Eds.）, Design approaches and tools in education and training（pp. 1-14）. Boston: Kluwer Academic.
van den Akker, J., Gravemeijer, K., McKenney, S., & Nieveen, N. (2006). Educational design research. New York: Routledge.
Vincenti, W. G. (1990). What engineers know and how they know it. Baltimore: John Hopkins Press.
von Glaserfeld, E. (1995). Radical constructivism: A way of knowing and learning. Washington, DC : The Falmer Press.
Vries, M. J. d. (2005). Teaching about technology: An instruction to the philosophy of technology for non-philosophers. Dordrecht, Netherlands: Springer.
Walker, D. (2006). Toward productive design studies. In J. van den Akker, K. Gravemeijer, S. McKenney, & N. Nieveen (Eds.), Educational design research（pp.8-13）. New York: Routledge.
Wang, F., & Hannafin, M. J. (2005). Design-based research and technology-enhanced learning environments. Educational Technology Research and Development, 53(4), 5-23.
Wang, N., Johnson, W. L., Mayer, R. E., Rizzo, P., Shaw, E., & Collins, H. (2008). The politeness effect: pedagogical agents and learning outcomes. International Journal of Human Computer Studies, 66, 96-112.
Wang, S.-K. (2003). The development research with cognitive tools: An investigation of effects of a web-based learning environment on student motivation and achievement in high school earth science(Doctoral dissertation). Available from ProQuest dissertation and theses database. (UMI No.:305329288) http://search.proquest.com.metalib.lib.ntue.edu.tw/docview/305329288?accountid=8007. 2012/3/21
Wilhelm, J. D. (2001). Improving comprehension with think-aloud strategies. New York: Scholastic Inc.
Wilson, B. G. (1996). Constructivist learning environments: Case studies in instructional design. Englewood Cliffs: Educational Technology Publications.
Wiske, M. S.（2006）. Teaching for meaningful learning with new technologies. In E. A. Ashburn & R. E. Floden （Eds.）, Meaningful learning using technology: What educator need to know and do（pp.26-44）. New York: Teacher College Press.
Yuen, T. T.-M. (2008). Using a game template as a multimedia-based cognitive tool to facilitate novices' conceptual understanding of object-oriented programming(Doctoral dissertation). Available from http://www.lib.utexas.edu/etd/d/2008/yuent72277/yuent72277.pdf#page=3. 2012/3/21