一、中文部分
丁一顧(2008)。教師專業發展評鑑實施的另類選擇--共同備課與觀課。教育研究月刊，167，36-46。
王德育(譯)(1983)。創造與心智成長。（原作者：Lowenfeld,V.）臺北市：文衆。
方德隆、張宏育(2013)。國中教育階段核心素養課程之建構。課程研究，8(1)，65-99。范信賢(2016)。核心素養與十二年國民基本教育課程綱要：導讀 《國民核心素養：十二年國教課程改革的DNA》。教育研究季刊，1(5)，1-7。夏林清譯(1997)。行動研究方法導論 : 教師動手做研究。遠流。臺北。
國家教育研究院網站(2016)十二年國民基本教育課程綱要總綱https://www.naer.edu.tw/files/15-1000-2983,c551-1.php
教育部(2014)。十二年國民基本教育課程綱要總綱。2017年12月17日查自http://12cur.naer.edu.tw/upload/files/96d4d3040b01f58da73f0a79755ce8c1.pdf
國家教育研究院(2014)。十二年國民基本教育課程綱要議題融入說明手冊(初稿)。臺北市：國家教育研究院。
莊明貞(2007)。九年一貫課程重大議題研修變革之探析陳瓊花(2004)。視覺藝術教育。三民。臺北。P.23。黃政傑(2013)。課程轉化整合探究之概念模式研析。課程與教學季刊，16(3)，1-30。
詹志禹(2017)。實驗創新與十二年國民基本教育。課程與教學，20(4)，1-24。蔡清田(2006)。課程行動研究的通關密語。課程與教學，151，111-122。蔡清田(2011)。素養：課程改革的DNA。臺北市：高等教育。蔡清田(2013)。「素養」的構念與構念重建。教育研究月刊，233，109-120。聯合新聞網https://udn.com/news/story/7321/2668986(基隆河因暖化烏仔魚集體暴斃)
二、英文部分
Alliance,E.(2004)m Museum Education as Curriculum: Four Models, Leading to a Fifth. Studies in Art Education,45(4),343-358.
Andrelchik,H.(2015).Reconsidering literacy in the art classroom.Art Education,68(1),6-11.
Chung, S.K., and Kirby, M. S. (2009). Media literacy art education: Logos, Culture Jamming and Activism. Art Education,62(1).
Darts, D. (2004). Visual culture jam: Art, pedagogy, and creative resistance. Studies in Art Education,45(4).
Duncum,P. (2015). A journey toward an art education for wired youth. Art Education, 56(4), 295-306.
Eisner, E. W. (2001). Should we create new aims for art education? Art Education, 54(5), 6-10.
Freedman, K. (2003). Teaching visual culture. New York：Teacher college press.
Gross, K. and Gross, S. (2016). Transformation: Constructivism, design thinking, and elementary,69(6),36-43.
Lasn, K. (1999). Culture jam: The uncooling of America. New York: Eagle Brook..
Liao, C. (2016). From interdisciplinary to transdisciplinary : An arts-integrated, approach to STEAM education, Art Education,69 (6),44-49 .
Liao, C.; Motter, J. L; Patton, R. M. (2016). Tech-Savvy Girls: Learning 21st-Century Skills Through STEAM Digital Artmaking. Art Education, 69(4), 29-35.
Marshall, J. (2010). Five ways to integrate: Using strategies from contemporary art. Art Education, 63(3), 13-19.
Marshall, J. (2014).Transdisciplinary and art integration：Toward a new understanding of art-based learning across curriculum. Art Education,55(2), 104-127.
Mirzoeff, N.(1999). An introduction to visual culture. London: Routledge.
Patton, R. M; Knochel, A. D. (2017). Meaningful makers: Stuff, sharing, and connection in STEAM curriculum. Art Education,71(1), 36-43.
Rita L. I.(2004). A/r/tography : rendering self through arts-based living inquiry. Vancouver：Pacific Educational Press,
Rolling, J. H., Jr.(2016). Reinventing the STEAM engine for Art + Design education, Art Education.,69(4), 4-7.
Rufo, D.(2016). STEAM-ing up the science fair, Art Education, 69(4), 12-16.
Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. San Francisco, CA: Jossey-Bass,108-115.
Walker,S.(2004) . Big ideas: Understanding the art making process: Reflective practice, Art Education,57(3), 6.
Watson, A. D. (2016). Reinventing the STEAM engine for Art + Design education. Art Education,69(4),8-9.
Watson, A., D.(2016). Revving up the STEAM engine. Art Education,69(4).
Wilson, B. (2003). Three sites for visual cultural pedagogy: Honoring students’ interests and imabery. The International Journal of Art Education, 1(3), 107-126.