一、中文部分
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王佳琪（2015）。科學想像力學習進程之驗證（未出版之博士論文）。國立中山大學教育研究所，高雄市。
王昭富（2002）。位移組合與相對運動概念發展的關係（未出版之碩士論文）。臺灣師範大學物理學系，臺北市。
王學武、李家瑩（2013）。國小力與運動悅趣化數位教材開發之研究。國民教育，54（2），70-77。
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方碧琦（2013）。學習環教學模式對九年級學生「力與運動」單元之概念學習的影響（未出版之碩士論文）。國立臺灣海洋大學，基隆市。
全中平（2002）。國民小學學童在力學概念學習之研究-運動與力、力矩及能量（II）。行政院國家科學委員會專題研究計畫成果報告（編號：NSC 90-2511-S-152-016），未出版。
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涂金堂（2003）。認知診斷評量的探究。臺南師範學院學報，37（2），67-97。
教育部（2003）。科學教育白皮書。臺北市：教育部。
教育部（2005）。國民小學及國民中學學生成績評量準則。臺北市：教育部。
教育部（2008）。97年國民中小學九年一貫課程綱要。臺北市：教育部。
陳虹真（2006）學習路徑、學習風格與數位學習績效之研究—以國中數學科為例（未出版之碩士論文）。雲林科技大學，雲林縣。
陳淑筠（2002）。國內學生自然科學迷思概念研究之後設研究（未出版之碩士論文）。國立臺東師範學院，臺東縣。
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許天維、劉湘川、施淑娟、施慶麟（2000）。國小數學科學習進展指標題庫建立之編製報告。測驗統計年刊，8，37-96。
莊維仁（2014）。運用規則空間模型進行學習路徑認知診斷分析-以某國中七年級英語科克漏字選擇與填空題型為例（未出版之碩士論文）。中華大學，新竹市。
郭伯臣（2003）。國小數學科電腦化適性診斷測驗（I）。行政院國家科學委員會專題研究計畫成果報告（編號：NSC-91-2520-S-142-001），未出版。
郭伯臣（2004）。國小數學科電腦化適性診斷測驗（II）。行政院國家科學委員會專題研究計畫成果報告（編號：NSC-92-2521-S-142-003），未出版。
郭伯臣（2005）。國小數學科電腦化適性診斷測驗(III)。行政院國家科學委員會專題研究計畫成果報告（編號：NSC-93-2521-S-142-004），未出版。
郭伯臣、謝友振、張峻豪、蔡坤穎（2005）。以結構理論為基礎之適性測驗與適性補救教學線上系統。臺灣數位學習發展研討會發表之論文，國立臺灣師範大學。
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黃湃翔、高慧蓮、陳淑敏、黃楸萍（2014）。科學教育新熱點─科學探究學習進程。現代桃花源學刊，4，96-117。
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