一、中文文獻
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林雅慧、蔡佩穎、張惠博、張文華（2007）。不同寫作對象對於七年級學生科學寫作內容之影響的探討。師大學報：科學教育類，52，49-78。
教育部（2002）。媒體素養教育政策白皮書。臺北市：行政院教育部。
教育部（2006）。國民中小學九年一貫課程綱要－自然與生活科技學習領域。臺北市：行政院教育部。黃俊儒（2008）。構思科技社會中的即時學習：以學生及專家對於科學新聞文本之理解差異為例。科學教育學刊，16，105-124。黃俊儒、簡妙如（2006）。科學新聞文本的論述層次及結構分佈：構思另個科學傳播的起點。新聞學研究，86，135-170。黃俊儒、簡妙如（2008）。「科學家發明了什麼？！」－解析學生對於科學新聞中的科技產物意象。科學教育學刊，16，415-438。葉連祺、林淑萍（2003）。布魯姆認知領域教育目標分類修定版之探討。教育研究月刊，105，94-106。楊坤原、張賴妙理（2004）。遺傳迷思概念之文獻探討及其在教學上的啓示。科學教育學刊，12，365-398。鄭蕙如、林世華（2004）。Bloom認知領域教育目標分類修訂版理論與實務之探討－以九年一貫課程數學領域分段能力指標為例。台東大學教育學報，15，247-274。蔡佩穎、張文華、林陳涌、張惠博（印製中）。不同性別七年級學生論證科學新聞之學習效益。科學教育學刊。蔡佩穎、張文華、林雅慧、張惠博（2012）。初探論證科學新聞對七年級學生生物學習之效益。中等教育，63，13-37。蔡佩穎、張惠博、林雅慧、張文華（2010）。小組立場、小組組成及文本特性對於學生論證生殖遺傳新聞之效應。科學教育學刊，18，253-276。二、英文文獻
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