參考文獻
中文部份
丁素雯（2008）。以探究式教學提升學生探究能力與學習動機之行動研究（未出版之碩士論文）。國立彰化師範大學，彰化縣。
毛松霖、張菊秀（1997）。「探究式教學法」與「講述式教學法」對於國中學生地球科學「氣象單元」學習成效之比較。科學教育學刊，5，461-496。
佘曉清、林煥祥（2017）。PISA 2015臺灣學生的表現。臺北市：心理出版社。
林佩君（2008）。探究教學對國中學生知識觀與學習動機之影響（未出版之碩士論文）。國立彰化師範大學，彰化縣。
林郁如（2006）。以4MAT教學提昇國小不同學習風格學生科學學習動機之行動研究（未出版之碩士論文）。國立彰化師範大學，彰化縣。
李咏吟（1992）。教學原理。臺北：遠流出版社。
吳亭儀（2007）。以ARCS動機模式實施高職國文科教學之行動研究（未出版之碩士論文）。國立東華大學，花蓮縣。
吳明隆、涂金堂（2007）。SPSS與統計應用分析。臺北市：五南出版社。
范家豪（2009）。國小五年級學童參與社會性科學議題的論證能力之研究─不同學業成就學生之間的比較（未出版之碩士論文）。國立臺南大學，臺南市。
教育部（2003）。國民中小學九年一貫課程綱要。臺北：教育部。
教育部（2014）。十二年國民基本教育課程綱要總綱。臺北：教育部。
陳宣鴻（2011）。利用探究教學提升國中自然科低成就學生學習動機之行動研究（未出版之碩士論文）。國立彰化師範大學，彰化縣。
陳均伊、張惠博（2008）。一位化學老師實施探究教學的歷程與省思之個案研究─以「火山爆發」教學活動為例。師大學報：科學教育類，53(2)，91-123。
陳炳憲（2003）。以類比學習環、ARCS動機策略改進國二學生化學式學習之行動研究（未出版之碩士論文）。國立彰化師範大學，彰化縣。
莊筱玉、傅敏芳（2003）。ARCS教學模式對英文重修生學習動機影響之研究─以美和技術學院為例。彰化師大教育學報，4，47-74。
程炳林（2002）。多重目標導向、動機問題與調整策略之交互作用。師大學報：教育類，47(1)，39-58。
程炳林、林清山（2001）。中學生自我調整學習量表之建構及其信效度研究。測驗年刊，48，1-41。
溫雅婷、林佳蓉（2010）。ARCS動機模式與資訊科技融入教學之研究－以國小四年級閱讀教學為例。教學科技與媒體，91，79-98。
張春興（1996）。現代心理學。臺北：東華書局。
張春興（1997）。教育心理學─三化取向的理論與實踐。臺北：東華書局。
張清濱（2000）。探究教學法。師友，5，45-49。
張靜儀（2005）。國小自然科教學個案研究－以ARCS動機模式解析。科學教育學刊， 13(2)，191-216。
蔡執仲、段曉林（2005）。探教式實驗教學對國二學生理化學習動機之影響。科學教育學刊，13(3)，289-315。
楊秀停、王國華（2007）。實施引導式探究教學對於國小學童學習成效之影響。科學教育學刊，15(4)，439-459。
楊國樞、文崇一、吳聰賢、李亦園（1989）。社會及行為科學研究法（13版）。臺北：東華。
潘淑滿（2008）。質性研究-理論與應用。臺北市：心理出版社。
鄭紫杏（2012）。實施探究教學對高中學生科學學習動機和科學創造力的影響（未出版之碩士論文）。國立彰化師範大學，彰化縣。
譚茗文（2012）。5E探究教學對七年級不同學習成就學生科學學習動機影響之行動研究（未出版之碩士論文）。國立彰化師範大學，彰化縣。
顧炳宏、陳瓊森、溫媺純（2011）。從學生的表現與觀點探討引導發現式教學作為發展探究教學之折衷方案角色的成效─以密度概念為例。科學教育學刊，19(3), 257-282。
英文部份
Adams, J. S. (1965). Inequity in social exchange. In L. Berkowitz (Ed.), Advances in experimental social psychology (Vol. 2, pp. 267-299). New York, NY: Academic Press.
Alderman, M. K. (2004). Motivation for achievement: Possibilities for teaching and Learning (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
Amanda, H., Patricia, A. S., Kimberly, T., & Kevin, F. (2016). Motivation in computer-assisted instruction. The Laryngoscope, 126(6), 5-13.
American Association for the Advancement of Science. (1989). Science for all Americans: A Project 2061 report on scientific literacy goals in science, mathematics, and technology. Washington, DC: Author.
American Association for the Advancement of Science. (1993). Benchmarks for science literacy. New York, NY: Oxford University Press.
Anderson, R. D. (2002). Reforming science teaching: What research says about inquiry. Journal of Science Teacher Education, 13(1), 1-12.
Arnone, M.P., & Small, R.V. (1995, February). Arousing and sustaining curiosity: Lessons from the ARCS model. Paper presented at the annual conference of the Association for Educational Communications and Technology, Anaheim, CA.
Asiksoy, G., & Özdamli, F. (2016). Flipped classroom adapted to the ARCS model of motivation and applied to a physics course. EURASIA Journal of Mathematics, Science & Technology Education,12(6), 1589-1603.
Bakas, C., & Mikropoulos, T. A. (2003). Design of virtual environments for comprehension of planetary phenomena based on students' ideas. International Journal of Science Education, 25(8),949-967.
Barton, A. M. (2001). The moon also rises. The Science Teacher, 68(6), 34-39.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
Bohlin, R. M., Milheim, W. D., & Viechnicki, K. J. (1993). The development of a model for the design of motivational adult instruction in higher education. Journal of Educational Technology Systems, 22(1), 3-17.
Bransford, J. D., Brown, A. L., & Cocking, R. R. (1999). How people learn: Brain, mind, experience, and school. Washington, DC: National Academies Press.
Brophy, J. E. (1983). Conceptualizing student motivation. Educational Psychologist, 18(3), 200-215.
Bybee, R. W. (2000). Teaching science as inquiry. In J. Minstrell & E. H. van Zee, (Eds.), Inquiring into inquiry learning and teaching in science (pp. 20-46). Washington, DC: American Association for the Advancement of Science.
Caron, A. J. (1963). Curiosity, achievement, and avoidant motivation as determinants of epistemic behavior. Journal of Abnormal and Social Psychology, 67(6), 535-549.
Chase, C., & Gibson, H. L. (2002). Longitudinal impact of inquiry-based science program on middle school students’ attitudes toward science. Science Education, 86(5), 693-705.
Chinn, C. A., & Malhotra, B. A. (2002). Epistemologically authentic inquiry in schools: A
theoretical framework for evaluating inquiry tasks. Science Education, 86, 175-218.
Chow, S. J., & Yong, B. C. S. (2013). Secondary school students’ motivation and achievement in combined science. US-China Education Review, 3(4), 213–228.
Day, H. I. (1968). A curious approach to creativity. The Canadian Psychologist, 9(4), 485-497.
Deci, E. L. (1975). Intrinsic motivation. New York, NY: Plenum Press.
DeVellis, R. F. (1991). Scale development: Theory and applications, applied social research methods series. California, CA: Sage Press.
Dewey, J. (1913). Interest and effort in education. Boston, BC: Houghton Mifflin Co.
Dweck, C. S. (1975). The role of expectations and attributions in the allevia¬tion of learned helplessness. Journal of Personality and Social Psy¬chology, 31, 647-695.
Dweck, C. S. (2006). Mindset. New York, NY: Random House.
Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Eds.), Achievement and achievement motivation (pp. 75-146). San Francisco, CA: W. H. Freeman.
Feng, S. L., & Tuan, H. L. (2005). Using ARCS model to promote 11th graders' motivation and achievement in learning about acids and bases. International Journal of Science and Mathematics Education, 3, 463-484.
Festinger, L. (1957). A theory of cognitive dissonance. Evanston, IL: Row, Peterson.
Filcheck, H. A., McNeil, C. B., Greco, L. A., & Bernard, R. S. (2004). Using a whole-class token economy and coaching of teacher skills in a pre¬school classroom to manage disruptive behavior. Psychology in the Schools, 41(3), 351-361.
Finn, H., Maxwell, M., & Calver, M. (2002). Why does experimentation matter in teaching ecology？Journal of Biological Education, 36, 158-162.
Fortus, D., & Vedder-Weiss, D. (2014). Measuring students' continuing motivation for science learning. Journal of Research in Science Teaching, 51(4), 497-522.
Furtak, E. M. (2006). The problem with answers: An exploration of guided scientific inquiry teaching. Science Education, 90, 452-467.
Germann, P. J., Haskins, S., & Auls, S. (1996). Analysis of nine high school biology laboratory manuals: Promoting scientific inquiry. Journal of Research in Science Teaching, 33(5), 475-499.
Hebb, D. O. (1955). Drives and the conceptual nervous system. Psychologi¬cal Review, 62, 243-253.
Hegarty-Hazel, E. (1986). Lab work SET: research information for teachers, number one. Canberra, Australia: The Australian Council for Educational Research.
Heider, R. (1958). The psychology of interpersonal relations. New York, NY: Wiley.
Herron, M. D. (1971). The nature of science enquiry. School Review, 79(2), 171-212.
Hidi, S., & Baird, W. (1986). Interestingness-A neglected variable in dis¬course processing. Cognitive Science, 10(2), 179-194.
Hodges, C. B., & Kim, C. (2013). Improving college students’ attitudes toward mathematics. Tech Trends: Linking Research and Practice to Improve Learning, 57(4), 59-60.
Hogan, K. (1999). Relating students’ personal frameworks for science learning to their cognition in collaborative contexts. Science Education, 83, 1-32.
Huett, J. B., Young, J. Huett, K. C., Moller, L., & Bray, M. (2008). Supporting the distant student: The effect of ARCS -based strategies on confidence and performance. Quarterly Review of Distance Education, 9(2), 113-126.
Hull, C. L. (1943). Principles of behavior. New York, NY: Appleton-Century-Crofts.
Itzek-Greulich, H., & Vollmer, C. (2017). Emotional and motivational outcomes of labwork in the secondary intermediate track: The contribution of a Science Center Outreach Lab. Journal of Research in Science Teaching, 54, 3-28.
James, W. (1890). The principles of psychology (Vol. 2). New York, NY: Henry Holt.
Jarrett, D. (1997). Inquiry strategies for science and mathematics learning. Portland, OR:
Northwest Regional Educational Laboratory.
Jenson, W. R., Sloane, H. N., & Young, K. R. (1988). Applied behavior analysis in education: A structured teaching approach. Englewood Cliffs, NJ: Prentice Hall.
Kazdin, A. E., & Bootzin, R. R. (1972). The token economy: An evaluative review. Journal of Applied Behavior Analysis, 5(3), 343-372.
Keller, J. M. (1983). Motivational design of instruction. In C. M. Reigeluth (Ed.), Instructional design theories and models: an overview of their current status (pp. 383-434). New York, NY: Lawrence Erlbaum Associates Publishers.
Keller, J. M. (2010). Motivational design for learning and performance: The ARCS model approach. New York, NY: Springer.
Khishfe, R., & Abd-El-Khalick, F. (2002). Influence of explicit and reflective versus implicit inquiry-oriented instruction on six graders' views of nature of science. Journal of Research in Science Teaching, 39(7), 551-578.
Kleinginna, P. J., & Kleinginna, A. (1981). A categorized list of emotion definitions, with suggestions for a consensual definition. Motivation and Emotion, 5, 263-291.
Lederman, N.G., Lederman, J.S., & Antink, A. (2013). Nature of science and scientific inquiry as contexts for the learning of science and achievement of scientific literacy. International Journal of Education in Mathematics, Science and Technology, 1(3), 138-147.
Lehrer, R., & Schauble, L. (2002). Investigating real data in the classroom: Expanding children’s understanding of math and science. New York, NY: Teachers College Press.
Lewin, K. (1935). A dynamic theory of personality. New York, NY: McGraw Hill.
Liao, H.C., & Wang, Y.H. (2008). Applying the ARCS motivation model in technological and vocational education. Contemporary Issues in Education Research, 1(2), 53-58.
Lin, H., Hong, Z., & Cheng, Y. (2009). The interplay of classroom learning environment and inquiry-based activities. International Journal of Science Education, 31(8), 1013-1024.
Lindhal, B. (2007, April). A longitudinal study of students’ attitudes towards science and choice of career. Paper presented at the National Association for Research in Science Teaching, New Orleans, LA. Abstract retrieved from https://www.narst.org/annualconference/narst_final_program.pdf
Linnenbrink, E. A., & Pintrich, P. A. (2002). Motivation as an enabler for academic success. School Psychology Review, 31(3), 313-327.
Maslow, A. H. (1954). Motivation and personality. New York, NY: Harper & Row.
Maw, W. H., & Magoon, A. J. (1971). The curiosity dimension of fifth-grade children: A factorial discriminant analysis. Child Development, 42, 2023-2031.
Maw, W. H., & Maw, E. W. (1961). Information recognition by children with high and low curiosity. Educational Research Bulletin, 40(8), 197-201, 223.
Maw, W. H., & Maw, E. W. (1970). Nature of creativity in high and low curiosity boys.
Developmental Psychology, 2(3), 325-329.
Mcclelland, D. C. (1976). The achieving society. New York, NY: Irvington Publishers.
McDougall, W. (1908). An introduction to social psychology. London, England: Methuen.
McDougall, W. (1970). The nature of instincts and their place in the consti¬tution of the human mind. In W. A. Russel (Ed.), Milestones in motivation (pp.18-33). New York, NY: Appleton-Century-Crofts.
Means, T., Jonassen, D., & Dwyer, F. (1997). Enhancing relevance: Embedded ARCS strategies vs. purpose. Educational Technology Research and Development, 45, 5-17.
Minner, D. D., Levy, A. J., & Century, J. (2010). Inquiry-based science instruction - what is it and does it matter? Results from a research synthesis years 1984 to 2002. Journal of Research in Science Teaching, 47(4), 474-496.
Murray, H. A. (1938). Explorations in personality. Oxford, England: Oxford University Press.
National Research Council (1996). National science education standards. Washington, DC: National Academy Press.
National Research Council (2000). Inquiry and national science education standards. Washington, DC: National Academy Press.
National Science Foundation, Division of Science Resource Statistics. (2004). Federal funds for research and development: Fiscal years 2001, 2002, 2003. (NSF 04-310.) Arlington, VA: National Science Foundation.
Oregon Department Education (2011). Teaching and learning to standards: Science. Retrieved from http://www.beaverton.k12.or.us/pdf/ins/ins_sci-tls200709.pdf
Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25(9), 1049-1079.
Palmer, D. (2009). Student interest generated during an inquiry skills lesson. Journal of Research in Science Teaching, 46(2), 147-165.
Pavlov, I. P. (1906). The scientific investigation of psychical faculties or processes in the higher animals. Science, 24, 613-619.
Pintrich, P.R. (1989). The dynamic interplay of student motivation and cognition in the college classroom. In M. L. Maehr & C. Ames (Eds.), Advances in motivation and achievement: Motivation enhancing environments (Vol. 6. pp.117-160). Connecticut, CT: JAI Press.
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M.Boekaerts, P. R. Pintrich, & M. Zeidler (Eds.), Handbook of self-regulation (pp.451-502). San Diego, CA: Academic Press.
Pintrich, P. R., Schunk, D. H. (2002). Motivation in education. Theory, research, and applications (2nd ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
Pintrich, P. R., Smith, D. A., & McKeachie, W. J. (1989). A manual for the use of the motivated strategies for learning questionnaire. Retrieved from ERIC database. (ED338122)
Reiser, B., Tabak, I., Sandoval,W. A., Smith, B. K., Steinmuller, F., & Leone, A. J. (2001). BGuILE: Strategic and conceptual scaffolds for scientific inquiry in biology classrooms. In S. M. Carver & D. Klahr (Eds.), Cognition and instruction: Twenty-five years of progress (pp. 263-305). Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
Resnick, L. (Ed.). (1989). Knowing, learning, and instruction. Hillsdale, NJ: Lawrence Erlbaum Associates Publishers.
Rudolph, J. L. (2005). Inquiry, instrumentalism, and the public understanding of science. Science Education, 89(5), 803- 821.
Sadler, P. M., Coyle, H. P., & Schwartz, M. (2000). Engineering competitions in the middle school classroom: Key elements in developing effective design challenges. Journal of the Learning Sciences, 9, 299-327.
Saunders-Stewart, K. S., Gyles, P. D. T., & Shore, B. M. (2012). Student outcomes in inquiry instruction: A literature-derived inventory. Journal of Advanced Academics, 23(1), 5-31.
Schachter, S. (1964). The Interaction of cognitive and physiological deter¬minants of emotional state. In L. Berkowltz (Ed.), Advances in experimental social psychology (pp. 1-348). New York, NY: Academic Press.
Schank, R. C. (1979). Interestlngness: Controlling inferences. Artificial Intelligence, 12(3), 273-297.
Schneider, R. M., Krajcik, J., Marx, R. W., & Soloway, E. (2002). Performance of students in project-based science classrooms on a national measure of science achievement. Journal of Research in Science Teaching, 39(5), 410-422.
Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2002). Motivation in education: Theory, research, and applications (2nd ed.). Englewood Cliffs, NJ: Prentice Hall.
Seligman, M. E. (1975). Helplessness. San Francisco, CA: Freeman.
Song, S. H., & Keller, J. M. (2001). Effectiveness of motivationally adaptive computer-assisted instruction on the dynamic aspects of motivation. Educational Technology, Research & Development, 49, 5-22.
Staer, H., Goodrum, D., & Hacking, M. (1998). High school laboratory work in Western Australia: Openness to inquiry. Research in Science Education, 28(2), 219-228.
Stewart, J., Cartier, J. L., & Passmore, C. M. (2005). Developing understanding through model-based inquiry. In Committee on How People Learn, M. S. Donovan & J. D. Bransford (Eds.), How students learn: Science in the classroom (pp. 515-565). Washington, DC: National Academies Press.
Tai, R. H., Liu, Q. C., Maltese, A. V., & Fan, X. (2006). Planning early for careers in science. Science, 312, 1143-1144.
Tolman, E. C. (1949). Purposive behavior in animals and men. Berkeley, CA: University of California Press.
Torrance, E. P. (1969). Curiosity of gifted children and performance on timed and untimed test of creativity. The Gifted Child Quarterly, 13, 3.
Tuan, H. L., Chin, C. C., & Shieh, S. H. (2005). The development of a questionnaire to measure students’ motivation towards science learning. International Journal of Science Education, 27(6), 639-654.
Vedder-Weiss, D., & Fortus, D. (2012). Students’ declining motivation to learn science: A follow up study. Journal of Research in Science Teaching, 49(9), 1057-1095.
Visser, L., Plomp, T., & Kuiper, W. (1999, February). Development research applied to improve motivation in distance education. Paper presented at the national convention of the Association for Educational Communications and Technology, Houston, TX.
Vroom, V. H. (1964). Work and motivation. New York, NY: John Wiley and Sons.
Weiner, B. (1974). Achievement motivation and attribution theory. Morristown, NJ: General Learning Press.
Weiner, B. (1990). History of motivational research in education. Journal of Educational
Psychology, 82, 6116-622.
Weiner, B. (1992). Human motivation. Newbury Park, NP: Sage Publications.
Windschitl, M. (2003). Inquiry projects in science teacher education: What can investigative experiences reveal about teacher thinking and eventual classroom practice? Science Education, 87, 112-143.
Woodworth, R. S. (1918). Dynamic psychology. New York, NY: Columbia Univer¬sity Press.
Woolfolk, A., & Hoy, W. (1990). Prospective teachers' sense of efficacy and beliefs about control. Journal of Educational Psychology, 82, 81-91.