壹、 中文部分
一、 專書
江麗美（譯）（1999）。《幼教典範--六個傑出的幼教老師》。桂冠。
杜明城（譯）（1999）。《創造力》。台北：時報出版。
張春興（1996）。《教育心理學》。台北: 東華。
張翠娥（1998）。《幼兒教材教法》。台北市：心理出版社。
陳龍安（1995）。《創造思考教學的理論與實際》。台北：心理出版社。
郭靜晃（譯）（1992）。《兒童遊戲》。台北: 揚智。
黃芳銘（2002）。《結構方程模式理論與應用》。臺北：五南。
二、 期刊
王益文、林崇德、黃四林（2005）。《創造力內隱理論研究：源起與現狀。心理科
學進展》，第13卷第6期，頁715-720。
任宗浩（2001）。〈心智模式動態變化之研究─物理現象的觀察與詮釋〉。《科學教育學刊》，第9 卷第2期，頁147-168。
朱益賢、蔡勝安（2008）。〈從社會環境成份探討國中學童的科技創造力：透過科技競賽策略〉。《2008創造力教育國際研討會論文集》，頁79-101。
林紀慧（2001）。《國小學童知識信念的發展以及與學業成績之相關研究》。台中師院學報，15，頁191-206。
邱皓政（2002）。〈學校組織創新氣氛的內涵與教師創造力的實踐-另一件國王的新衣？〉。《應用心理研究》，第15期，頁191-224。
吳靜吉（2002）。〈華人學生創造力的發掘與培育〉。《應用心理研究》，第15期，頁17-42 。
吳靜吉（2009）。〈創造力將成為新公民權〉。《遠見雜誌2009創意特刊》，頁26-27。
夏林清（1995）。〈專文討論：對抗生命衝擊的女人〉。載於蔡美玲（譯），《對抗生命衝擊的女人－女性自我、聲音與心智的發展（Women’s ways of knowing）》，頁 3-5。台北市：遠流。
教育部（2002）。《創造力教育白皮書》。台北：教育部。
陳萩卿、張景媛（2007）。〈知識信念影響學習運作模式之驗證〉。《教育心理學報》，第39卷第1期，頁23-43。
許榮哲（1999）。〈發展式的幼兒美勞五段教學法〉。載於陳美瑤（主編），《兒童美術講座-1999年》，頁 8-14。台北市：藝術家
張廣義（2005）。《國民小學教師教學領域中談幼兒美感教育》。國民教育，第40卷第6期，頁66-70。
楊秀惠、陳嘉彌（2007）。〈積木角遊戲活動引爆創造力之啓思〉。《幼兒保育學刊》，第5期，頁87-112。
劉佩雲（2000）。〈自我調整學習模式之驗證〉。《教育與心理研究》，23，頁173-206。
劉佩雲（2009）。〈課室結構知覺對科學知識信念、學習成就與迷思概念的影響〉。《課程與教學季刊》，第12卷第2期，頁135-160。
三、 博、碩士論文
陳易昌（2011）。《大學生知識信念、智力內隱理論與自我調整學習之研究》，彰化：國立彰化師範大學教育研究所博士論文。
鄭曜忠（2008）。《建構主義取向網路學習對高中學生程式語言與邏輯學習成效影響之研究》，彰化：國立彰化師範大學工業教育與技術研究所博士論文，取自台灣碩博士論文系統。
四、 翻譯作品
王真瑤（1997）。《積木－遊戲與活動計劃》，台北：成長。譯自西久保禮造、野村睦子著。

貳、 英文部分
一、 專書
Baxter Magolda, M. B. (1992). Knowing and reasoning in collage: Gender-related patterns in students intellectual development. San Francisco: Jossey-Bass.
Beaty, J. J. (1996). Preschool: Appropriate practices. Orlando, FL: Harcourt Brace Jovanovich, Inc.
Belenky, M. F., Clinch, B. M., Goldberger, N. R., & Tarule, J. M. (1986). Women’s ways of knowing: The development of self, voice, and mind. New York: Basic Books.
Cheng, Z. J., Hau, K. T., Wen, J. B., & Kong, C. K. (2000). Chinese students’ implicit theories of intelligence and other personal attributes: Cross-domain generality and age-related differences. (ERIC Document Reproduction Service No. ED445007)
Cropley, A. J. (1967). Creativity. London: Longmans, Green.
Csikszentmihalyi, M. (1996). Creativity. NY: HarperCollins.
Davis, G. A. (1986). Creativity is forever. Dubuque, IW: Kendall/Hunt
Dweck, C. S. (1999). Self -theories: Their role in motivation, personality, and development. Philadelphia, Pennsylvania: Psychology Press.
Dweck, C. S. (2000). Self-theories: Their role in motivation, personality, and development. Philadelphia: Psychology Press.
Dweck, C. S. (2006). Mindset: The new psychology of success. New York, NY: Ballantine Books.
Feral, O. B., & Gulsen, S. T. (2008). Does constructivist teaching help students move their epistemological beliefs in physics through uppers levels?
Garder, H. (1993a). Creating minds. New York: Basic Books.
Gilligan, C. (1982). In a different voice: Psychological theory and women’s development. Cambridge: Harvard University Press.
Hass, R. W. (2014a). Domain-specific exemplars affect implicit theories of creativity.
Hirsch, E. K. (1996). Dramatic play: The block book (3rd ed.). Washington, DC: The National Association for the Education of Young Children.
Hofer, B. K., & Pintrich, P. R. (2002). Personal epistemology: The psychology of beliefs about knowledge and knowing. Mahwah, NJ: Erlbaum.
Hofer, B. K., & Pintrich, P. R. (2002). Personal epistemology: The psychology of beliefs about knowledge and knowing. Mahwah, NJ: Erlbaum.
King, P. M., & Kitchener, K. S. (1994). Developing reflective judgment: Understanding and promoting intellectual growth and critical thinking in adolescents and adults. San Francisco: Jossey-Bass.
Kuhn, D. (1991). The skills of argument. Cambridge, England: Cambridge University Press.
Love, P. G., & Guthrie, V. L. (1999). Understanding and applying cognitive development theory. San Francisco: Jossey-Bass.
MacDonald, S. (2001). Block play: The complete guide to learning and playing with blocks. Beltsville, MI: Gryphon House.
Mori, Y. (1997). epistemological beliefs and language learning beliefs: What do language learners believe about their learning？
Nisbett, R.E. (2003). The geography of thought: How Asians and Westerners think differently and why. New York: Free Press.
Perry, W. G. (1970). Forms of intellectual and development in the college years. New York: Holt, Rinehart & Winston.
Piaget, J. (1970). Genetic Epistemology. New York: Columbia University.
Pintrich, P.R., & Schunk, D.H. (2002). Motivation in education: Theory, research, and applications. New Jersey: Englewood Cliffs.
Raina, M. K. (2004). ‘I shall be many’: the garland making perspective on creativity and cultural diversity.
Runco, M. A. (2007). Creativity theories and themes: Research, development, and practice. Oxford, UK: Elsevier Academic Press.
Sternberg, R. (1985a). Beyond IQ: Atriarchic theory of human intelligence. New York: Cambridge University Press.
Treffinger, D. J., & Isaksen, S. G. (1992). Creative problem solving: A introduction. Sarasota, FL: Center for Creative Learning
Vygotsky,L.S.(1978).Mind in Society ： The development of higher Psychological processes. Cambridge, MA: Harvard University Press
Wellhousen, K., & Kieff, J. (2001). A constructivist approach to block play in early childhood. Australia: Delmar.
二、 期刊論文
Adams, P. K., & Nesmith, J. (1996). “blockbusters: Ideas for the block center.” Early Childhood Education Journal 24(2):87-92.
Amabile,T.M. & Gitomer,J.（1984）“Children’s artistic creativity：Effects of choice in task materials.” Personality and Social Psychology Bulletin, 10, 209-215. production. British Journal of Educational Psychology47: 66-70.
Azmitia, M. (1988). “Peer Interaction and Problem Solving: When are two heads better than one?”Child Development59:87-96.
Baxter-Magolda, M. B. (1987). “The affective dimension of learning : Faculty-student relationships that enhance intellectual development.” College Student Journal21:46-58.
Baxter Magolda, M. B. (2004). “Evolution of a constructivist conceptualization of epistemological reflection.” Educational Psychologist39(1):31-42.
Bendixen, L. D., & Rule, D. C. (2004). “An integrative approach to personal epistemology: A guiding model.” Educational Psychologist39:69-80.
Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). “Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention.” Child Development78: 246–263.
Buehl, M. M., & Alexander, P. A.(2001). “Beliefs about academic knowledge.” Educational Psychology Review13(4): 385-418.
Chan, D.W., & Chan, L.K. (1999). “Implicit theories of creativity: Teachers’ perception of students’ characteristics in Hong Kong. “Creativity Research Journal12:185–195.
Chan, K. W., & Elliott, R.G. (2004). “Relational analysis of personal epistemology and conceptions about teaching and learning.” Teaching and Teacher Education 20: 817–831.
Clarebout, G., Elen, J., Luyten, L., & Bamps, H. (2001). “Assessing epistemological beliefs: Schommer’s questionnaire revisited.” Educational Research and Evaluation7(1): 53-77.
Cortina, J.M. (1993). “What is coefficient alpha? An examination of theory and applications.” Journal of Applied Psychology78: 98-104.
David, W., Jerome, S. B., & Gail R.(1976). “The Role of Tutoring in Problem Solving.” Journal of Child Psychology and Psychiatry17: Issue 2.
Dweck, C.S.(1986). “Motivational process affecting learning.” American psychologist41:1040- 1048.
Dweck, C. S., & Legget, E. L. (1988). “A social-cognitive approach to motivation and personality.” Psychological Review95:256- 273.
Dweck, C. S., Chiu, C., & Hong, Y. (1995). “Implicit theories and their role in judgements and reactions: A world from two perspectives.”Psychological　Inquiry6: 267-285.
Dweck, C. S., Chiu, C., & Hong, Y. (1995a). “Implicit theories and their role in judgments and reactions: A world from two perspectives.” Psychological Inquiry6:267-285.
Dziedziewicz, D., Oledzka, D., & Karwowski, M. (2013). “Developing 4 to 6-year old children’s figural creativity using a doodle-book program.” Thinking Skills and Creativity8.
Fryer, M., & Collings, J.A. (1991a). “British teachers’ views of creativity.” The Journal of Creative Behavior25: 75-81.
Hofer, B. K., & Pintrich P. R. (1997). “The development of epistemological theories: Belief about knowledge and knowing and their relation to learning.” Review of Educational Research67(1): 88-140.
Hofer, B. K. (2010).“Personal epistemology in Asia: Burgeoning research and future directions.” The Asia Pacific Education Review19(1):179-184.
Hofer, B. K., & Sinatra, G. M. (2010). “Epistemology, metacognition, and self-regulation: Musings on an emerging field.” Metacognition and Learning5:113-120.
Hong, Y., Chiu, C., Dweck, C. S., Lin, D., & Wan, W. (1999). “Implicit theories, attributions, and coping: A meaning system approach.” Journal of Personality and Social Psychology 77: 588-599.
Hong, L., Jungsik, K., Yeonjae, R., & Seokjong, S., (2013). “Do People Use Their Implicit Theories of Creativity as General Theories?” The Journal of Creative Behavior 49: 77-93.
Jeffrey, B., & Graft, A. (2004). “Teaching creatively and teaching for creativity: distinctions and relationship.”Educational Studies30: 78-87.
Jehng, J. J., Johnson, S. D., & Anderson, R. C. (1993). “Schooling and students epistemological beliefs about learning.”Contemporary Educational Psychology18: 23-35.
Jennifer, S.Beer. (2002). “Implicit Self-Theories of Shyness.” Journal of Personality and Social Psychology83:1009-1024.
Jorgen Lindh, Thomas Holgersson(2007). “Does lego trainning stimulate pupils’ ability to solve logical problems?” Computers & Education49:1097-1111.
Karen, H. (2001). “Block as a tool for learning: Historical and Contemporary Perspectives.” Young Children January6-12.
King, P. M., & Kitchener, K. S. (2004). “Reflective judgment: Theory and research on the development of epistemic assumptions through adulthood.” Educational Psychologist39:5-18.
Kitchener, K.S., Lynch, C.L., Fischer, K.W., & Wood, P.K. (1993). “Developmental range of reflective judgment: The effect of contextual support and practice on 　　developmental stage.” Developmental Psychology29(5): 893-906.
Koestner, R., Ryan, R. Bernieri, F. & Holt, K. （1984）. “Setting limits on children’s behavior: The differential effects of controlling vs. informational styles on intrinsic motivation and creativity.” Journal of Personality52: 233-248.
Kurtz-Costes, B., McCall, R. J., Kinlaw, C. R., Wiesen, C. A., & Joyner, M. H. (2005). “What does it mean to be smart? The development of children’s beliefs about intelligence in Germany and the United States.” Applied Developmental Psychology26: 217-233.
Lee, H., Kim, J., Ryu, Y., & Song, S. (2013). “Do people use their implicit theories of creativity as general theories?” The Journal of Creative Behavior
LeVine, R. A. (1974). “Parental goals: A cross-cultural view.”Teachers College Record76: 226-239.
Lim, W., & Plucker, J.A. (2001). “Creativity through a lens of social responsibility: Implicit theories of creativity with Korean samples.” Journal of Creative Behavior35:115-130.
Maggioni, L., Riconsecente, M., & Alexander P. (2006). “Perceptions of knowledge and beliefs among undergraduate students in Italy and in the United States.” Learning and Instruction16:467-491.
Mangels, J. A., Butterfield, B., Lamb, J., Good, C., & Dweck, C. S. (2006). “Why do beliefs about intelligence influence learning success? A social cognitive neuroscience model.” Social Cognitive and Affective Neuroscience1:75-86. 　　
Marjoribanks, K. (1978). “Teacher perceptions of student behavior, social environment, and cognitive performance.” Journal of Genetic Psychology133: 217-228.
Muis, K. R. (2004). “Personal epistemology and mathematics: A critical review and synthesis of research.” Review of Educational Research74:317-377.
Murdock, M. C. (2003). “The effects of teaching programmers intended to stimulate creativity: A disciplinary view.” Scandinavian Journal of Educational Research47: 339-357.
Nicholls, J. G. (1979). “Development of perception of own attainment and causal attributions for success and failure in reading.” Journal of Educational Psychology71:94-99.
Nicholls, J. G. (1984). “Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance.” Psychological Review91: 328-346.
Nisbett, R.E., Peng, K., Choi, I., & Norenzayan, A. (2001). “Culture and systems of thought: Holistic versus analytic cognition.” Psychological Review108:291-310.
Norenzayan, A., & Nisbett, R.E. (2000). “Culture and causal cognition.” Current Directions in Psychological Science 9:132-135.
Paulsen, M. B., & Wells, C. T. (1998). “Domain differences in epistemological beliefs of college students.” Research in Higher Education39:365-384.
Peng, K., & Nisbett, R.E. (1999) “Culture, dialectics, and reasoning about contradiction.” American Psychologist54:741-754.
Plucker, J. A., Beghetto, R. A., & Dow, G. T. (2004). “Why isn’t creativity more important to educational psychologists? Potential, pitfalls, and future directions in creativity research.” Educational Psychologist39:83-96.
Qian, G., & Alvermann, D. (1995). “Role of epistemological beliefs and learned helplessness in secondary school students’ learning science concepts from text.” Journal of Educational Psychology87: 282-292.
Richard W. Hass, (2014). “Domain-Specific Exemplars Affect Implicit Theories of Creativity.” Psychology of Aesthetics, Creativity, and the Arts 2013 American Psychological Association 2014, 8(1):4-52.
Richard, W. H, & Samantha, B., ( 2015). “Implicit theories of creativity are differentially categorized by perspective and exemplar domain.” Thinking Skills and Creativity2016, 19:219-231.
Roberts, W. L., Busk, P. L.,＆Comerford, S. S. (2001). “Epistemological Beliefs of teacher credential students.” (ERIC Document Reproduction Service No. ED452206.)
Rosenthal, R. (1991). “Teacher expectancy effects: A brief update 25 years after the Pygmalion experiment.” Journal of Research in Education1: 3-12.
Runco, M. A., & Bahleda, M. D. (1986). “Implicit theories of artistic, scientific, and everyday creativity.” Journal of Creative Behavior20:93-98.
Runco, M. A., Johnson, D. J., & Bear, P. K. (1993). “Parents’ and teachers’ implicit theories of children’s creativity.” Child Study Journal23: 91-113.
Runco, M. A., & Johnson, D. J.( 2002). “Parents ‘and teachers’ implicit theories of children’s creativity: A cross-cultural perspective.” Creativity Research Journal14: 427- 438.
Rudowicz, E., & Yue, X.D. (2000). “Concepts of creativity: Similarity and differences among mainland, Hong Kong, and Taiwanese Chinese.” The Journal of Creative Behavior34: 175-192.
Schommer, M. (1990). “Effects of beliefs about the nature of knowledge on comprehensive.” Journal of Educational Psychology82(3): 498-504.
Schommer, M., Crouse, A., & Rhodes, N. (1992). “Epistemological beliefs and mathematical text comprehension: Believing it is simple does not make it so.” Journal of Educational Psychology84: 435-443.
Schommer, M. (1993). “Epistemological development and academic performance among secondary students.” Journal of Educational Psychology85: 406-411.
Schommer, M. (1994). “Synthesizing epistemological belief research: Tentative understandings and provocative confusions.” Educational Psychology Review6(4): 293-319.
Schommer, M. (1994a). “Synthesizing epistemological belief research: Tentative understangings and provocative confusions.” Educational Psychology Review6:293-319.
Schommer, M., Calvert, C., Gariglietti, G., & Bajaj, A. (1997). “The development of epistemological beliefs among secondary students: A longitudinal study.” Journal of Educational Psychology89(1): 37-40.
Schommer-Aikins, M. (2004). “Explaining the epistemological belief system: Introducing the embedded systemic model and coordinated research approach.” Educational Psychologist39(1): 19-29.
Schommer-Aikins, M., & Easter, M. (2008). “Epistemological beliefs’ contributions to study strategies of Asian Americans and European Americans.” Journal of Educational Psychology100 (4): 920-929.
Schraw, C. (2001). “Current themes and future directions in epistemological research: A commentary.” Educational Psychology Review13(4):451-464.
Sternberg, R. J. (1985). “Implicit theories of intelligence, creativity and wisdom.” Journal of Personality and Social Psychology49: 607-627.
Susannah, B. F. P., Kaiping P.,& Siyu L.,(2011). “In the World or in the Head: External and Internal Implicit Theories of Creativity.” Creativity Research Journal23(2): 83-98.
Tang, C., Baer, J., & Kaufman, J. C.(2014). “Implicit Theories of Creativity in Computer Science in the United States and China.” The Journal of Creative Behavior49(2): 137-156.
Ugur, S. (2004). “About creativity, giftedness, and teaching the creatively gifted in the classroom.” Roeper Review26:216-222.
Wolggang, C. H., Stannard, L. L., & Jones, I. (2003). “Advanced constructional play with LEGOs among preschoolers as a predictor of later school achievement in mathematics.” Early Development and Care173(5): 467-475.
Wood, P., Bruner, J., & Ross, G.（1976）”The role of tutoring in problem solving.” Journal of child psychology and psychiatry17: 89-100
Youn, I., Yan, K. M., Choi, I. J., (2001). “An analysis of the nature of : Investigating factors affecting the epistemological development of south Korean high school students.” Asia Pacific education Review2:10-21.
三、 專書論文
Clinchy, B. M. (2002).“Revisiting women’s ways of knowing.” In B. K. Hofer and P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing. Mahwah, NJ: Lawrence Erlbaum, 63-87.
Cuffaro, H. K. (1996). “Dramatic play: The experience of block building.” In E. S. Hirsch (Ed.). Washington, DC: National Ass0ciation for the Education of Young Children, 3: 75-102.
Dweck, C. S. (2012). “Implicit theories.” In P. A. M. Van Lange, A. W. Kruglanski, & E. T. Higgins (Eds.), Handbook of theories in social psychology. Thousand Oaks, CA: Sage, 2:43-61.
Garder, H. (1993b). “Seven creators of the modern era.” In J. Brockman (Ed.), Educational Creativity.New York: Simon & Schuster, 28-47.
Hong, Y., Chiu, C., & Dweck, C.S. (1995). “Implicit theories of intelligence: Reconsidering the role of confidence in achievement motivation.” In M. H. Kernis (Ed.), Efficacy, agency, and self-esteem. NY: Plenum Press, 197-217.
In M. Fryer (Ed.), “Creativity and cultural diversity Shipley.” West Yorkshire: The Creativity Centre Educational Ttrust, 25-44.
Johnson-Laird, P. N. (1989). “Mental models.” In M. I. Posner (Ed.), Foundations of cognitive science. Cambridge, MA: MIT Press, 469-499.
Johnson, H. M. (1996). “The art of block building.” In E. S. Hirsch (Ed.), Washington, DC: National Association for the Education of Young Children, 3: 9-26.
Jones, E.E., & Nisbett, R.E. (1972). “The actor and the observer: Divergent perceptions of the causes of behavior.” In E.E. Jones, D. Kanouse, H.H. Kelley, R.E. Nisbett, S. Valins & B. Weiner (Eds.), Attribution: Perceiving the causes of behavior. Morristown, NJ: General Learning Press, 79-94.
Lubart, T.I. (1999). “Creativity across cultures.” In R.J. Sternberg (Ed.), Handbook of creativity. New York: Cambridge University Press, 339-350.
Mark, & Diane, V. ( 2002) “United States Bankruptcy Court for the District of Nebraska” Case NO. BK01-83389 Chapter 7
Nicholls, J. G. (1990). “What is ability and why are we mindful of it? A developmental perspective.” In R. Sternberg & J. Kolligian (Eds.), Competence considered. New Haven, CT: Yale University Press, 11-40.
Pintrich, P. R. (2002). “Future challenges and directions for theory and research on personal epistemology.” In P. R. Pintrich (Ed.), Personal Epistemology: The psychology of beliefs about knowledge and knowing. Mahwah, NJ: Lawrence Erlbaum Associates, 389-414.
Runco, M. A. (1990). “Implicit theories and ideational creativity.” In M. A. Runco & R. S. Albert (Eds.), Theories of creativity. Newbury Park, CA: Sage, 234-252.
Schommer-Aikins, M. (2002a). “An evolving theoretical framework for an epistemological belief system.” In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing, Mahwah, NJ: Erlbaum, 103-118.
Schraw, C., Bendixen, L. D., & Dunkle, M. E. (2002). “Development and Validation of the epistemic belief inventory (EBI).” In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The Psychology of beliefs about knowledge and knowing. Mahwah, NJ: Lawrence Erlbaum, 261-275.
Simonton, D. K. (1998). “Creativity, leadership, and chance.” In R. J. Sternberg (Ed.), The nature of creativity. New York: Cambridge University Press, 386-427.
Sternberg, R. J. (1988). “A three facet model of creativity.” In Robert J. Sternberg (Ed.), The nature of creativity: Contemporary psychological perspectives. New York: Cambridge University Press, 125-147.
Sternberg, R. J., & Lubart, T. I. (1999). “The concept of creativity: Prospects and paradigm.” In Sternberg, R. J. (Eds.), Handbook of creativity. New York: Cambridge.
Winsor, C. B. (1984). “Block as a material for learning through play: The contribution of Caroline Pratt.” In E. S. Hirsch (Ed.), Washington, DC: National Association for the Education of Young Children, 2-7.
Wood, P., & Kardash, C. (2002). “Critical elements in the design and analysis of studies of epistemology.” In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing. Mahwah, NJ: Erlbaum, 231-260.
四、 研討會論文
Buehl, M. M., & Alexander, P. A. (2004a). “Modeling the Relations Between Students’ Domain-Specific Epistemological Beliefs, Motivation, and Task Performance. “Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
Buehl, M. M., & Alexander, P. A. (2004b). “Motivation and Performance Differences Among Domain-Specific Epistemological Beliefs Profiles.” Paper presented at the annual meeting of the American Psychological Association, Honolulu, HI.
Rozendaal, J.S., De Brabander, C. J., & Minnaert, A. (2001). “Bounderies and dimensionality of epistemological beliefs.” Paper presented at the biennial Meeting of the European Association for Research on Learning and Instruction, Fribourg, Switzerland.
Saunders, G. L., Cavallo, A. L., & Abraham, M. R. (1999). “Relationships among epistemological beliefs, gender, approaches to learning, and implementation of 　　　instruction in chemistry laboratory.” Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, Boston, MA, March 28-31, 1999.
Schommer-Aikins, M. (2002b). “Personal epistemology: Conflicts and consensus in an emerging area of inquiry.” Paper presented at the annual meeting of the American Educational Research Association, New Orleans.
Wang, Y. D. Chen, Y. T. (2010). “The Construction and Implementation of Energy and Power innovative curriculum integrated with bl0cks in Life Technology Courses.” Paper presented at The Asian Conference on the Social Sciences. Japan, June 17-19.
五、博、碩士論文
Arredondo, D. E., & Rucinski, T. T. (1996). Epistemological beliefs of children education and school efforts. Pontificia University Catohea Chile Santiago de Chile, Tercer Encuentro Nacional de Enfoques Actuales.
六、網路資訊：
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