王文科（2000）。質的研究問題與趨勢：質的研究方法。高雄：麗文。
王美芬、熊召弟（2005）。國小階段自然與生活科技教材教法。臺北：心理出版社。
王恭志（2000）。教師教學信念與教學實務之探析。教育研究資訊，8(2)，84-98。
王詩瑤、王永紅（2018）。跨學科STEM教育的思辨、現狀與應用。教學與管理（理論版），11，97–100。
于國文、曹一鳴（2017）。跨學科教學研究：以芬蘭現象教學為例。外國中小學教育，2017-7，53-63。
王靜如（2003）。科學本質教學與教學知能。屏師科學教育，17，3-11。
王憲鈿（譯）（1981）。發生認識論原理（原作者：Piaget J.）。北京：商務。（原作出版年：1970）
方竣憲、馮丰儀（2017）。南投縣實施學習共同體教師之課程意識研究。教育理論與實踐學刊，35，1-30。
丘嘉慧、柯華葳（2014）。提示對幼兒解決二因素問題能力的影響。中華心理學刊，56(4)，383-396。
幼兒園教保活動課程大綱（2016）。幼兒園教保活動課程大綱。臺北市：教育部。
朱則剛（1996）。建構主義對教學設計的意義。教學科技與媒體，26，3-12。
李光中（2014）。農業濕地保育與里山倡議。科學發展，497，28-35。
李光中（2016）。地景尺度著眼的里山倡議與生態農業。地景保育通訊，42，12-18。
李浩然、陳彥廷、柳賢（2013）。認知師徒制對一位中學數學實習教師教學實務與信念的改變。教育與心理研究，36(1)，29-61。
李新鄉（2010）。教學卓越獲獎團隊表現與學校教師文化關聯性之研究：以大一國小為例。臺灣教育社會學研究，12-2,41-83。
李珮瑜（2014）。由Peter McLaren「批判的多元文化主義」反思教師圖像。學校行政，92，25-44。
何克抗（1997）。建構主義的教學模式，教學方法與教學設計。北京師範大學學報（社會科學版），5(143)，74-81。
幸曼玲（2015）。總綱。載於幸曼玲等人（著），新課綱想說的事：幼兒園教保活動課程大綱的理念與發展（頁1-56）。臺北市：心理。
拓墣產業研究所（2016）。TRI產業專題報告。臺北：拓墣科技。
周育如（2018，7月）。幼兒STEM就在生活裡。親子天下雜誌，101期。取自：https://www.parenting.com.tw/article/5077295-%E5%91%A8%E8%82%B2%E5%A6%82%EF%BC%9A%E5%B9%BC%E5%85%92STEM%E5%B0%B1%E5%9C%A8%E7%94%9F%E6%B4%BB%E8%A3%A1/
周淑惠（2006）。幼兒園課程與教學，「一起創建遊戲樂園」主題。臺北：心理。
周淑惠（2017）。STEM教育自幼開始－幼兒園主題探究課程中的經驗。臺灣教育評論月刊，6-9，169-176。
周淑惠（2018）。具STEM精神之幼兒探究課程紀實「一起創建遊戲樂園」主題。臺北：心理。
汪榮才、汪宇琪（2007）。幼兒語言發展與全語言教學。教育學術彙刊，1-1，51-86。
林天佑（1997）。學校經營與教育品質。現代教育論壇，3，240-244。
林清財（1990）。我國國民小學教師教育信念之相關研究。國立政治大學教育研究所博士論文，未出版，臺北市。
林佩蓉（2013）。幼教師資類科教育實習表現本位標準評量表之建構。國教新知，60(4)，80-87。
林俊瑩、侯雅婷、謝亞恆、徐蕙瑩（2010）。工作特質與學前教師工作投入的因果關聯：組織承諾的中介角色探究。教育與社會研究，20，105-143。
林靜萍（2002）。體育師資生學科教學知識之研究。未出版博士論文，國立臺灣師範大學，臺北市。
林曉雯（2001）。國小自然科教師試行「學習環」之合作行動研究。屏東師院學報，14，935-986。
吳心楷（2018）。由幼兒園及十二年國教課綱思考幼兒的探穹能力發展。主持人（江麗莉），STEAM 2專題演講。幼兒STEAM教育與認知科學國際論壇，清華大學。
吳美枝，何禮恩（譯）（2004）。行動研究--生活實踐家的研究錦囊（二版）（原著： McNiff J., Lomax P., Whitehead J.）。臺北：濤石。（原著出版年：2004）
吳明隆（2001）。教育行動研究導論：理論與實務。臺北：五南。
吳樎椒、張宇樑（2006）。統整課程中的主題教學對幼兒教育的啟示。Asian Journal of Management and Humanity Sciences, 1(1), 131-146。
吳樎椒、張宇樑（2009）。幼稚園教師對主題統整課程的知覺研究。教育研究學報，43-2，81-105。
姚珩（1994）。實驗教學法淺論。中等教育雙月刊，45-2，1-15。
范斯淳、游光昭（2016）。科技教育融入STEM 課程的核心價值與實踐。教育科學研究期刊，61(2)，153-183。doi:10.6209/JORIES.2016.61(2).06
施宜煌（2015）。Paulo Freire 意識覺醒歷程觀的回應—發展學生批判意識的教學方法。教育實踐與研究，28-2，149-180。
施登堯（2011）。Shulman學科教學知識（PCK）內涵剖析。中華體育季刊，25(4)，760773。
段曉林（1996）。學科教學知識對未來科教師資培育上的啟示。第一屆數理教學與師資培育學術研討會論文彙編（p.118-143）。彰化市：國立彰化師範大學。
高敬文（1996）。質化研究方法論。臺北：師大書苑。
翁麗芳（2017）。從《幼稚園課程標準》到《幼兒園教保活動課程大綱》－談七十年來臺灣幼教課程的發展。教科書研究，10-1，1-33。
陳向明（2009）。社會科學質的研究。臺北：五南。
陳伯璋（1990）。教育研究方法的新取向-質的研究方法（增訂版）。臺北：南宏。
陳翠（2018）。試論方案教學的特點及其哲學基礎。臺灣教育評論月刊，7-2，85-89。
陳國泰（2007）。學科教學知識的內涵與發展歷程：以三位國小自然與生活科技資深專家教師為例。新竹教育大學教育學報，24(1)，29-60。
陳國泰（2008）。國小實習學生的人際互動歷程對其學科教學知識發展的影響之個案研究：以數學科為例。彰化師大教育學報，12，47-76。
陳國泰（2014）。國小新手與專家教師的數學學科教學知識之比較研究。國民教育學報，11，113-152。
陳惠邦（1998）。教育行動研究。臺北：師大。
陳淑芳、江麗莉、簡淑真（2002）幼兒科學基本能力指標建構研究。第十八屆科學教育學術研討會論文彙編。國立彰化師範大學科學教育研究所。
陳淑琴（2007）。幼兒教師主題教學信念與教學行為之研究。國立臺中教育大學學報（教育類），21-2，27-52。
陳淑敏（2002）。建構教學對幼兒科學知識學習的影響。教育心理研究，25，401-430。
陳寧容（2006）。兩位小琉球幼教師課程意識與實踐之研究。國立屏東教育大學教育行政研究所博士論文：未出版。
陳敏銓、徐綺穗（2017）。不同鷹架教學策略對綜合活動學習領域學習成效影響之研究－以繩結編織課程為例。教育研究學報，51-2，53-69。
陳雅婉、陳雅姿（2012）。尋找下一個居禮夫人─從傳記探討數理資優女性的成功。資優教育季刊，123，p27-34。
許育彰（2012）。三階段學習環在數學領域之教學應用—以圓周率為例。科學教育月刊，346，28-33。
許芳懿（2007）。方案、單元及主題課程的比較。教育研究月刊，164，85-91。
許榮富、楊文金、洪振方（1990）。學習環的理論基礎及其內涵分析-物理概念教學理念的新構思。物理會刊，12（5），175-198。
莊尤姿、蔣姿儀（2010）。幼稚園社區融合主題教學多元評量實施歷程之探究。幼兒教育年刊，21，77-106。
莊崑泉、耿正屏（1995）。國中生物運輸單元試行學習環教學之研究。科學教育，6，27-50。
陶蕃瀛（2004）。行動研究：一種增強權能的助人工作方法。應用心理研究，23，33-48。
教育部（2014）。十二年國民基本教育課程綱要總綱(教育部發布版)。臺北：教育部。
教育部（2016）。幼兒園教保活動課程大綱。臺北：教育部。
國立交通大學臺灣2015PISA國家研究中心（2016）。科技部與教育部聯合記者會新聞資料--PISA 2015臺灣學生的表現【網站資料】。取自http://pisa2015.nctu.edu.tw/pisa/index.php/tw/homepage
游家政（1998）。建構主義取向課程設計的評析。課程與教學，1-3，31-46。
黃光國（2001）。社會科學的理路。臺北：心理出版社。
黃平屯、郭重吉、張惠博（2016）。理化教師學科教學知識的探討--以酸鹼中和為例。師資培育與教師專業發展期刊，9(1)，83-113。
黃美瑛（1995）。意象：幼兒教師實際知識運作之研究。屏東：睿煜。
黃松源、王美芬( 2001 )。國小自然科建構取向教學之行動研究。科學教育研究與發展2001專刊，57-82。
黃政傑（1985）。課程改革。臺北：漢文。
黃維德（2016）。比追求PISA成績更重要的事。經濟學人，2016/12/12，http://www.cw.com.tw/article/article.action?id=5079873
張世宗、蔡孟元、陳鶴元（2012）。國中科學教師的學科教學知識與科學教學導向之探討。科學教育學刊，20-5，414-433。
張芬芬（2010）。質性資料分析的五步驟：在抽象階梯上爬升。初等教育學刊，35，87-120。
張佳琳（2010）。美國閱讀教育政策發展之探究。教育資料與研究雙月刊，93，183-216。
張春興（1992）。張氏心理學辭典。臺北：東華書局。
張春興（1993）。現代心理學。臺北：東華書局。
張珍悅、徐勝一（2010）。永續發展教育脈絡探討：「聯合國永續發展教育十年計畫」之回顧。地理研究，52，1-26。
張貴琳、黃秀霜、鄒慧英（2009）。從國際比較觀點探討臺灣學生PISA2006閱讀素養表現特徵。課程與教學季刊，13(1)，21-46。
張維倫（2012）。結合合作學習與5E學習環的生物教學。中等教育，63(1)，120-139。
張靜嚳（1995）。何謂建構主義？, 建構與教學，第三期中部地區科學教育簡訊。019年4月20日取自http://www.dyjh.tc.edu.tw/~t02007/1.htm
張慶勳（2017）。教育2030的趨勢與挑戰。教育研究月刊，281，14-23。
趙慧臣、陸曉婷（2016）。開展STEAM教育，提高學生創新能力—訪美國STEAM教育知名學者格雷特•亞克門教授。開放教育研究，22-5。2019/5/30 取自http://steamedu.com/wp-content/uploads/2016/10/ChineseArticleAboutSTEAMnGY9Oct16.pdf
楊國樞、劉奕蘭、張淑慧、王琳（2010）。華人雙文化自我的個體發展階段：理論建構的嘗試。中華心理學刊，52-2，113-132。
楊雯齡（2012）。兩岸幼兒師資培育制度之比較研究。國屏東教育大學教育行政研究所博士論文，未出版，屏東縣。
廖鳳瑞（譯）（2002）。與幼教大師對談（原著： Katz, L. G.）。臺北：信誼。（原著出版年：1995）
廖鳳瑞、陳姿蘭（譯）（2002）。幼兒表現評量—作品取樣系統（原著：Jablon, J. R., Marsden, D. B., Meisels, S. J）。臺北：心理出版社。（原著出版年：1994）
甄曉蘭（1995）。合作行動研究－進行教育研究的另一種方式。嘉義師院學報，9，297-318。
甄曉蘭（2001）。中小學教育改革與教學革新。臺北：元照。
甄曉蘭（2003）。教師的課程意識與教學實踐。教育研究集刊，49（1），63-94
甄曉蘭（2004）。課程理論與實務：解構與重建。臺北：高等教育。
熊召弟、王美芬、段曉林、熊同鑫譯 (1996)。科學學習心理學（原作者：Glynn, S. M., Yeany, R. H., & Britton, B. K.）。台北：心理出版社。（原著出版年：1991）
潘世尊（2004）。Vygotsky對認知發展的觀點及其教學應用。弘光學報，43，131-146。
潘世尊（2007）。建構與建構主義之意涵。載於張斯寧（主編），建構主義取向的幼兒課程與教學—以臺中市愛彌兒幼兒園探究究課程為例（3-6）。臺北：心理。
潘世尊、張斯寧（2007a）。Piaget的建構訥與根本建構主義及其在教育上的應用。載於張斯寧（主編），建構主義取向的幼兒課程與教學—以臺中市愛彌兒幼兒園探究究課程為例（7-34）。臺北：心理。
潘世尊、張斯寧（2007b）。Vygotsky的社會建構主義及及其教學應用。載於張斯寧（主編），建構主義取向的幼兒課程與教學—以臺中市愛彌兒幼兒園探究究課程為例（35-62）。臺北：心理。
劉述懿、李延昌（2016）。給偏鄉幼兒穩定優質師資。臺灣教育評論月刊，5-9，126-30。
蔡金田（2013）。國民中學教育公平實施現況探究。教育理論與實踐學刊，27，173-218。
蔡清田（1998）。建構主義取向的課程設計。課程與教學，1-3，15-30。
蔡清田（2000）。教育行動研究。臺北：五南。
親子育兒（2017年7月14日）。教育動態--為何要開展幼兒園STEM教育？Zi字媒體。取自：https://zi.media/@yidianzixun/post/xPCtcc
謝瑩慧（1995）。影響幼稚園教師課程決定的教育理念研究。八十四年師範學院論文發表會。屏東：屏東師院。
謝寶梅（1995）。國小教師自我效能感之調查研究。教育理論與實踐學刊，3，79-96。
戴東源（2012）。為何科學知識需要社會學的分析？科學知識社會學初探。科技與社會：社會建構論、科學社會學和知識社會學的視角，黃之棟、黃瑞祺、李正風主編。臺北市：群學。
魏豐閔、施登堯（2011）。Shulman學科教學知識(PCK)內涵剖析。中華體育季刊，25-4，p. 760-773。
譚幫換、胡緒（2011）。。試論探究教學的“學習環”模式。教育與教學研究，25-7，38-40。
羅睿琪（譯）（2017）。STEM學習入門套書（共四冊）（原著：Jacoby, J., Bruzzone, C., & Hutchinson, S.）。臺北：新雅文化。（原著出版年：2017）
簡紅珠(1994）。師範生學科與學科教學的知識基礎。載於中華民國師範教育學會（主編），師範教育多元化語師資素質(p.1-15)。臺北：師大書苑。
簡淑真（1998）。建構論及其在幼兒教育上的應用。課程與教學，1-3，61-80。
簡楚瑛（1994）。方案課程之理論與實務--兼談義大利瑞吉歐學前教育系統。臺北：文景書局。
簡楚瑛（2001）。幼稚園園長與托兒所所長角色及其所處園、所文化環境互動關係之研究。國立政治大學「教育與心理研究所」，24，135-166。
簡楚瑛（2005）。幼兒教育課程模式（第三版）。臺北：心理。
簡楚瑛（2016）。幼兒教育課程模式（第四版）。臺北：心理。
蘇永明（2017）。用優質教育來幫助弱勢學生的仁川宣言。教育研究月刊，281，39-50。
譚彩鳳（2010）。從教師的學習經驗探討其教學信念與教學行為之塑造：個案研究。當代教育研究，18-2，p. 71-111。
蕭代基、李誠、林建甫、林國慶（2013）。國家發展委員會102年度「推動綠色經濟專案計畫」委託辦理案總結報告（案號：cepd102021）。未出版
A Nation At Risk (1983). A Nation at Risk: The Imperative for Educational Reform. https://a5f2y4y9.stackpathcdn.com/wp-content/uploads/2013/02/A_Nation_At_Risk_1983.pdf (2019/4/30)
Abell, S. K. (2007). Research on science teacher knowledge (Chapter 36). In S.K. Abell and N.G. Lederman (Eds.), Research on Science Teacher Education, pp.1105-1149, New York: Routledge.
Accreditation Board for Engineering and Technology (2008). Engineering accreditation criteria. Baltimore, MD: Author.
Al-Ghanim, K. A., Al-Ghanim, M. A. & Al-Thani, N. J., (2014). Impact of Innovative Learning Environment Based on Research Activities on Secondary School Students’ Attitude Towards Research And Their Self-Efficacy. European Journal of Educational Sciences. Vol.1, No.3.
Altrichter, H., Feldman, A., Posch, P. & Somekh, B. ( 2007). Teachers Investigate Their Work: An introduction to action research across the professions (2nd Edition). New York: Routledge.
Andersson K. & Gullberg A. (2012). What is science in preschool and what do teachers have to know to empower children? Cultural Studies of Science Education, DOI 10.1007/s11422-012-9439-6
Anderson, L. (1998). Loneliness research and interventions: A review of the literature. Aging & Mental Health, 2(4), 264-275.
Appleton, J. V., & King, L. (1997). Constructivism: A naturalistic methodology for nursing inquiry. Advances in Nursing Science, 20(2), 13－22.
Appleton, J. V., & King, L. (2002). Journeying from the philosophical contemplation of constructivism to the methodological pragmatics of health services research. Journal of Advanced Nursing, 40(6), 641－648.
Argyris, C., Putnam, R., & McLain Smith, D. (1985) Action science: concepts,methods, and skills for research and intervention. San Francisco: Jossey-Bass.
Bagiati, A., Yoon, S. Y., Evangelou, D. & Ngambeki, I. (2010). Engineering Curricula in Early Education: Describing the Landscape of Open Resources. Early Childhood Research & Practice, 12-2, 1-15.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Bulletin, 84, 191–215. PMID:847061
Baroody, A. J., & Dowker, A. (Eds.). (2003). The development of arithmetic concepts and skills: Recent research and theory. Mahwah, NJ: Lawrence Erlbaum Associates.
Barry, N. B. (2014). The ITEEA 6E learning ByDeSIGNTM model: Maximizing informed design and inquiry in the integrative STEM classroom. Technology and Engineering Teacher, 73(6), 14-19.
Bartholomew, R., Moeed, A., & Anderson, D. (2010). Changing science teaching practice in early career secondary teaching graduates. Eurasian Journal of Mathematics, Science & Technology, 7(1), 5–17.
Bayer Corporation. (2010). Planting the seeds for a diverse U.S. STEM pipeline: A compendium of best practice K-12 STEM education programs. Pittsburgh, PA: Author.
Beckford, C. L., Jacobs, C., Williams, N. & Nahdee, R. (2010). Aboriginal Environmental Wisdom, Stewardship, andSustainability: Lessons From the Walpole Island First Nations, Ontario, Canada. The journal of environmental education, 41(4), 239–248.
Boufoy-Bastick, Z. (2005). Introducing 'Applicable Knowledge' as a Challenge to the Attainment of Absolute Knowledge. Sophia Journal of Philosophy, 8, 39-51.
Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by Nature and Design. Cambridge, MA: Harvard University Press.
Brophy, S., Klein, S., Portsmore, M. & Rogers, C. (2008). Advancing engineering education in P-12 classrooms. Journal of Engineering Education, 97(3), 369–387. doi:10.1002/j.2168-9830.2008.tb00985.x.
Bryan, L. (2012). Research on teacher beliefs. In B. J. Fraser, K. G. Tobin, & C. J. McRobbie (Eds.), Second international handbook of science education (Vol. 1, pp. 477–498). Dordrecht: Springer.
Bull,A., Gilbert, J.,Barwick, R.,Hipkins, R.,&Baker, R. (2010). Inspired by science. A paper commissioned by the Royal Society of New Zealand and the PrimeMinister’s Chief Science Advisor. Retrieved June 27, 2011, from http://www.nzcer.org.nz/pdfs/inspired-by-science.pdf.
Bybee, R. W. (2009). The BSCS 5E instructional model and 21st century skills: A commissioned paper prepared for a workshop on exploring the intersection of science education and the development of 21st century skills. The National Academies Board on Science Education.
Bybee, Rodger, W. (2013). The Case for STEM Education: Challenges and Opportunities. National Science Teachers Association, NSTA Press, Arlington, Virginia
Bybee, R. W. (2006). Enhancing science teaching and student learning: A BSCS perspective. Colorado Springs, CO: BSCS.
Bybee, R.W., & Fuchs, B. (2006). Preparing the 21st century workforce: A new reform in science and technology education. Journal of Research in Science Teaching, 43, 349-352.
Bybee, R. W., & Landes, N.M. (1988). The biological science curriculum study (BSCS). Science and Children, 25(8), 36-37.
Bybee, R. W., Taylor, J. A., Gardner, A., Van Scotter, P., Carlson Powell, J., Westbrook, A., & Landes, N. (2006). The BSCS 5E Instructional Model: Origins, effectiveness and applications. Retrieved from http://www.bscs.org/bscs-5e-instructional-mode
Bybee, R. W. (2010). Advancing STEM education: A 2020 vision. Technology and Engineering Teacher, 70(1), 30–35.
Bybee, R. W. (2019). Using the BSCS 5E Instructional Model to Introduce STEM Disciplines. Science and Children. 56-6, 8-13.
Caine, R. N., & Caine, G. (1997). Education on the edge of possibility. Arlington, VA: ASCD.
Calderhead, J. (1996). Teachers: beliefs and knowledge. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 709–725). New York: Simon & Shuster Macmillan.
Carr, W. & Kemmis, S. (1986). Becoming critical: Knowing through action research. Victoria: Deakin University Press.
Cervantes, M. (1999). Background report: An analysis of S & T labour markets in OECD countries. Paris: OECD.
Ceylan, S. & Ozdilek, Z. (2015). Improving a Sample Lesson Plan for Secondary Science Courses within the STEM Education. Procedia - Social and Behavioral Sciences. 177, 223-228. https://doi.org/10.1016/j.sbspro.2015.02.395
Chrucky A. (trans.)(1997).Is Justified True Belief Knowledge?. Analysis, 23, 121-23. (by Edmund L. Gettier, 1963)
Cochran, K.F., Deruiter, J.A. & King, R.A. (1993) Pedagogical content knowing: an integrative model for teacher preparation, Journal of Teacher Education, 44(4), pp. 263–272.
Crawford, B.A. (2000). Embracing the essence of inquiry: New roles for science teachers. Journal of Research in Science Teaching, 37, 916–937.
Cryer, D., W. Tietze, and H. Wessels. 2002. “Parents’ Perceptions of Their Children’s Child Care: A Cross-national Comparison.” Early Childhood Research Quarterly 17: 259–277. doi:10.1016/S0885-2006(02)00148-5
Cullen, J. (2000). The early years: Conceptual issues and future challenges. New Zealand Research in Early Childhood Education, 3, 3–11.
Cunha, F., Heckman, J. J., Lochner, L., & Masterov, D. V. (2006).Interpreting the evidence on life cycle skill formation. Handbook of the Economics of Education, 1, 697-812.
Curriculum Development Council, Hong Kong Examinations and Assessment Authority, & Education Bureau. (2015). Report on the New Academic Structure medium-term review and beyond: Continual renewal from strength to strength. Hong Kong: Authors.
Curran, F.C. & Kellogg, A*. (2016). Understanding science achievement gaps by race/ethnicity and gender in kindergarten and first grade. Educational Researcher, 45(5), 273-282.
Curtis, A. (1998). A curriculum for the preschool child (2nd ed.). London: Routledge.
Dahsah, C. (2018). How Children Engage in STEM Education. 主持人（周淑惠），STEAM 1專題演講。幼兒STEAM教育與認知科學國際論壇，清華大學。
Dayton Regional STEM Center. (2011). STEM education quality framework. Retrieved from http://daytonregionalstemcenter.org/wp-content/uploads/2012/07/Final-Framework-copyrighted.pdf (2019/3/26)
Denzin, N. K. (1978): The Research Act: A Theoretical Introduction to Sociological Methods. New York: McGraw-Hill.
Denzin, N. K. and Lincoln, Y. S. (eds.) (1994). Handbook of qualitative research. thousand oaks. CA: Sage.
Dixon, R. A., & Brown, R. A. (2012). Transfer of learning: Connecting concepts during problem solving. Journal of Technology Education, 24(1), 2-16.
Dewey, John. (1991). The sources of a science of education — individualism old and new. In The collected works of John Dewey: The later works 1925-1952 (Ed. by J. A. Boydston; pp. 1-40). Carbondale, IL: Southern Illinois University Press.
Duckworth E., Easley J. A., Hawkins D. & Henriques A. (1990). Science Education: A Minds-on Approach for the Elementary Years. Hillsdale, NJ：Lawrence Erlbaum Associates.
Elliott, J. (1998). The curriculum experiment. Buckingham: Open University Press.
Eshach, H. (2006). Science literacy in primary schools and pre-schools. London: Springer. doi:10.1007/1-4020-4674-X
Eshach, H., & Fried, M. N. (2005). Should science be taught in early childhood? Journal of Science Education and Technology, 14, 315–336.
doi:10.1007/s10956-005-7198-9
Espinosa , L. M. (2002). High-Quality Preschool: Why we need it and What it looks like. NIEER Preschool Policy Matters, 1, 2-10.
Fang, Z. (1996). A review of research on teacher beliefs and practices. Educational Research, 38(1), 41–65.
Farquhar, S-E. (2003). Quality teaching early foundations: Best evidence synthesis. Wellington: Ministry of Education.
Faulkner-Schneider, L. A. (2005). Child care teachers’ attitudes, beliefs, and knowledge regarding science and the impact on early childhood learning opportunities. (Unpublished master’s thesis). Oklahoma State University, Stillwater, OK.
Feldman, A. (2002). Multiple perspectives for the study of teaching: knowledge, reason, understanding, and being. Journal of Research in Science Teaching, 39, 1032–1055.
Fleer, M., & Robbins, J. (2003b). Hit and run research with hit and miss results in early childhood science education. Research in Science Education, 33, 405–431. doi:10.1023/ B:RISE.0000005249.45909.93
Freire, P. (1973). Education for critical consciousness. New York: Continuum.
French, L. (2004). Science as the center of a coherent, integrated early childhood curriculum. Early Childhood Research Quarterly, 19(1), 138–149. doi:10.1016/j.ecresq.2004.01.004
Freire, P. (1993). Pedagogy of the oppressed. Translated by Myra Bergman Ramos.New York: The Continuum.
Friedrichsen, P. M., & Dana, T. M. (2005). Substantive-level theory of highly regarded biology teachers’ science teaching orientations. Journal of Research in Science Teaching, 42(2), 218–244.
Friedrichsen, P., Van Driel, J. H., & Abell, S. K. (2011). Taking a closer look at science teaching orientations. Science Education, 95(2), 358–376.
Garbett, D. (2003). Science education in early childhood teacher education: Putting forward a case to enhance student teacher’s confidence and competence. Research in Science Education, 33, 467-481. doi:10.1023/B:RISE.0000005251.20085.62
Gelman, R., & Brenneman, K. (2004). Science learning pathways for young children. Early Childhood Research Quarterly, 19, 150–158. doi:10.1016/j.ecresq.2004.01.009
Gelman, R., & Gallistel, C. R. (1986). The child’s understanding of number. Cambridge, MA: Harvard University Press
Gess-Newsome, J. (1999). Pedagogical content knowledge: an introduction and orientation. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge (pp. 3–16). Dordrecht: Kluwer Academic.
Gess-Newsome, J. (2013). The PCK summit consensus model and definition of pedagogical content knowledge. Paper presented at the European Science Education Research Association Conference, Nicosia.
Gess-Newsome, J. (2015). A model of teacher professional knowledge andskill including PCK-Results of the thinking from the PCK Summit. In Berry A., Friedrichsen P. & Loughran J. (Eds.), Re-examining Pedagogical Content Knowledge in Science Education. NY: Routledge.
Ginsburg, H. P., & Golbeck, S. L. (2004). Thoughts on the future of research on mathematics and science learning and education. Early Childhood Research Quarterly, 19(1), 190–200. doi:10.1016/j.ecresq.2004.01.013
Gonzalez, H.B. & Kuenzi J. (2012). Congressional Research Service Science, Technology, Engineering, and Mathematics (STEM) Education: A Primer. Retriveved from: https://fas.org/sgp/crs/misc/R42642.pdf (2019/4/30).
Green, J., & Thorogood, N. (2005). Qualitative methods for health research. London: Sage.
Greenes, C. (1999). Ready to learn: Developing young children’s mathematical powers. In J. Copley (Ed.), Mathematics in the early years (pp. 39–47). Reston, VA: National Council of Teachers of Mathematics.
Greene, M. (1974). Cognition, consciousness, and curriculum. In W. Pinar (Ed.), Heightened consciousness, cultural revolution, and curriculum theory (pp. 69-84). Berkeley, CA: McCutchan.
Groen, G., & Resnick, L. B. (1977). Can preschool children invent addition algorithms? Journal of Educational Psychology, 69, 645–652.
Grossman, P. L. (1990). The making of a teacher: teacher knowledge and teacher education. New York: Teachers College Press.
Grossman, P. L., & Richert, A. E. (1988). Unacknowledge knowledge growth: A re-examination of the effects of teacher education. Teaching and Teacher Education, 4, 53-62.
Cullen, J. (1999). Children’s knowledge, teachers’ knowledge: Implications for early childhood teacher education. Australian Journal of Teacher Education, 24(2), 15-25.
Cullen, J. (2000). The early years: Conceptual issues and future challenges. New Zealand Research in Early Childhood Education, 3, 3-11.
Cullen, J. (2003). The challenge of Te Whāriki: Catalyst for change? In J. Nuttall (Ed.), Weaving Te Whāriki (pp. 269-296). Wellington: NZCER.
Harris D. B. (1996). Creating a Knowledge Centric Information Technology Environment. e-prints in library & information science. Retrived jun 28, 2017 from http://eprints.rclis.org/24722/
Hart E. & Bond, M. (1998). Action research for health and social care. Buckingham: Open University Press.
Hashweh, M. Z. (2005). Teacher pedagogical constructions: a reconfiguration of pedagogical content knowledge. Teachers and Teaching: Theory and Practice, 11(3), 273–292.
Haynes, M. (2000). Teacher education for early childhood through the New Zealand Curriculum Framework. New Zealand Research in Early Childhood Education, 3, 163-176.
Hedges, H. (2002). Subject content knowledge in early childhood curriculum and pedagogy. Unpublished Masters thesis, Massey University, Palmerston North.
Hedges, H. (2003a). Avoiding “magical” thinking in children: The case for teachers’ science subject knowledge. Early Childhood Folio, 7, 2-7.
Hedges, H., & Cullen, J. (2005). Meaningful teaching and learning: Children’s and teachers’ content knowledge. ACE-Paper, 16.
Hendricks, C.（2006）.Improving schools through action research: Acomprehensive guide for educators. NY: Pearson Education.
Hodson, D. (2008). Towards scientific literacy: a teacher’s guide to the history, philosophy and sociology of science. Rotterdam: Sense.
Idsardi, R., Hahn, D. A., Bokor, J. R. & Luft, J. A. (2019). Modifying Scientific Research Into Introductory Science Course Lessons Using a 5E Lesson Format: An Active Learning Approach. Journal of College Science Teaching; 48-5, 14-21.
Jordan, S., & Yeomans, D. (2003). Meeting the global challenge? Comparing recent initiatives in school science and technology. Comparative Education, 39(1), 65–81. doi:10.1080/03050060302560
Kamii C. (1979). Piaget's Theory, Behaviorism, and Other Theories in Education. Journal of Education, 161-1, 13-33.
Karplus & Their (1967). A new look at elementary school science. US Chicago: Rand McNally.
Karplus, R.(1977). Science Teaching and the Development of Reasoning. Journal of Research in Science Teaching. 14(2), 169-175
Katz. L. G. (2010). STEM in the early years. ECRP, SEED Papers. Retrieved from http://ecrp.uiuc.edu/beyond/seed/katz.html
Kelley, T. R. (2010). Staking the claim for the ‘T’ in STEM. The Journal of Technology Studies, 36(1), 2-11.
Keys, C. W. & Bryan, L. A. (2001).Co-constructing inquiry-based science with teachers: Essential research for lasting reform. Journal of Research in Science Teaching, 38, 631-645.
Kilpatrick, H. W. (1918). The project method. Teachers College Record, 616(4), 319-335.
Kind, V. (2009). Pedagogical content knowledge in science education: perspectives and potential for progress. Studies in Science Education, 45(2), 169–204.
Kumtepe A. T. & Genc-Kumtepe E. (2014). STEM in Early Childhood Education: We Talk the Talk, But Do We Walk the Walk? DOI: 10.4018/978-1-4666-4538-7.ch008
Lambrechts, W., & Hindson, J. (eds., 2015). Research and innovation in education for sustainable development: Exploring collaborative networks, critical characteristics and evaluation practices. Vienna, Austria: Environment and School Initiatives.
Land, M. H., (2013). Full STEAM Ahead: The Benefits of Integrating the Arts Into STEM. Procedia Computer Science 20, 547 – 552.
Langdon D., McKittrick G., Beede D., Khan B. & Doms M. (2011). STEM: Good Jobs Now and for the Future. ESA Issue Brief# 03–11. Washington, D.C: US Department of Commerce. Retrieved from: http://www.esa.doc.gov/sites/default/files/stemfinalyjuly14_1.pdf. (2017/12/17)
Lantz, H. B. (2009). Science, technology, engineering and mathematics (STEM) education: What form? What function? What is STEM education? Retrieved from http://www.currtechintegrations.com/pdf/STEMEducationArticle.pdf.
Lather, P. (1986). Research as praxis. Havard Educational Review, 56(3), 23-46.
Lawson, A. E. (1988). A better way to teach biology. The American Biology Teacher, 50(5), 266-278.
Lederman, N. G. (1992). Students’ and teachers’ conceptions of the nature of science: a review of the research. Journal of Research in Science Teaching, 29, 331–359.
Lederman, N. G. (1999). The state of science education: subject matter without context. Electronic Journal of Science Education, 3(2), 1-6.
Lee, J. C.-K., & Efird, R. (2014). Introduction: Schooling and education for sustainable development (ESD) across the Pacific. In Lee J. K., Efird, R. (Eds.), Schooling for sustainable development across the pacific. Schooling for Sustainable Development Vol. 5. Dordrecht:Springer.
Leeb-Lundberg, K. (1996). The block builder mathematician. In E. S. Hirsch (Ed.), The block book (pp. 34–60). Washington, DC: National Association for the Education of Young Children
Lewin, K. (1946) Action Research and Minority Problems. Journal of Social Issues, 2, 34-46.
Lind, K. K. (1999). Science in early childhood: Developing and acquiring fundamental concepts and skills. In American Association for the Advancement of Science (Ed.), Dialogue on early childhood science, mathematics, and technology education (pp. 73-83). Washington, DC: Author.
Lofland, J., & Lofland, L. H. (1995). Analyzing social settings: A guide to qualitative observation and analysis (3rd ed.). Belmont, CA: Wadsworth
Lortie, D. (1975). Schoolteacher: A Sociological Study.London: University of Chicago Press.
Lotter, C., Harwood, W. S., & Bonner, J. J. (2007). The influence of core teaching conceptions on teachers’ use of inquiry teaching practices. Journal of Research in Science Teaching, 44(9), 1318–1347.
Lottero-Perdue, P., Bowditch, M., Kagan, M., Robinson-Cheek, L. & Webb T. (2016). An Engineering Design Process for Early Childhood: Trying (again) to engineer an egg package. Science and Children. 54-3, 70-78.
Mansour, N. (2009). Science teachers’ beliefs and practices: issues, implications and research agenda. International Journal of Environmental and Science Education, 4(1), 25–48.
Magnusson, S., Krajcik, J., & Borko, H. (1999). Nature, sources, and development of pedagogical content knowledge for science teaching. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge (pp. 95–132). Dordrecht: Kluwer Academic.
Mardiros, M. (2001). Reconnecting communities through communitybased action research. International Journal of Mental Health, 30(2), 58-78.
Marjorie, C. (ed.)(1986). Teaching Theory of Knowledge. NY: The Council for Philosophical Studies,
McComas, W. F., & McComas, K. K. (2009). The contributions of science and mathematics to STEM education: A view from beyond the disciplines of technology and engineering. In International Technology and Engineering Educators Association (Ed.), The overlooked STEM imperatives: Technology and engineering (pp. 26-35). Reston, VA: Editor.
McKernan, J. (1996). Curriculum action research: A handbook of methods and resources for the reflective practitioner. London: Kogan Page.
Meeteren, B. V., & Zan, B. (2010). Revealing the work of young engineers in early childhood education. Retrieved from http://ecrp.uiuc.edu/beyond/seed/zan.html (2019/4/30)
Merrill, C., & Daugherty, J. (2010). STEM education and leadership: A mathematics and science partnership approach. Journal of Technology Education, 21(2), 21–34.
Mertler, C.A. (2006). Action research: Teachers as researchers in the classroom. London: Sage.
Mills, L. G. (2003). Insult to Injury: Rethinking Our Responses to Intimate Abuse. Princeton., N.J.: Princeton University Press.
Mitchell, L., & Cubey, P. (2003). Characteristics of professional development linked to enhanced pedagogy and children’s learning in early childhood settings: Best evidence synthesis. Wellington: Ministry of Education.
Moen, R. & Norman, C. (2009). Evolution of the PDCA Cycle. Retrieved from: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.470.5465&rep=rep1&type=pdf (2019/4/30)
National Academies. (2007). Rising above the gathering storm: Energizing and employing America for a brighter economic future. Washington, DC: Author.
National Academy of Engineering and National Research Council. (2014). STEM integration in K–12 education: Status, prospects, and an agenda for research. Washington, DC: The National Academies Press.
National Research Council. (1996). The National Science Education Standards. Washington, DC: National Academy Press.
National Research Council (2000). Inquiry and the National science education standards. Washington, DC: National Academic Press.
Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies, 19(4), 317–328.
Nonaka I. (1994). A Dynamic Theory of Organizational Knowledge Creation. Organization Science, 5(1), p14-37.
Ojb, S. N. & Smulyan, lL. (1989). Collaboration action research: A developmental approach. NY: The Falmer Press.
Organisation for Economic Co-operation and Development (OECD). (2006). Assessing scientific, reading and mathematical literacy: A framework for PISA 2006. Paris: OECD.
Pajares, M. (1992). Teachers’ beliefs and educational research: cleaning up a messy construct. Review of Educational Research, 62(3), 307–332.
Patton, M. Q. (2001). Qualitative Evaluation and Research Methods. NY: Sage Pubns.
Piaget J. (1971). Genetic Epistemology. New York: W. W. Norton &Co..
Pimentel, D. S., & McNeill, K. L. (2013). Conducting talk in secondary science classrooms: investigating instructional moves and teachers’ beliefs. Science Education, 97(3), 367–394.
Reynolds, A. (1992). What is Competent Beginning Teaching? A Review of the Literature. Journal of Educational Research, 62(1), 1-35.
Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In Sikula, J., Buttery T. & Guyton E.( Eds.), Handbooks of research on teacher education (2nd ed., pp 102-117). New York:Macmillan.
Samarapungavan, A., Mantzicopoulos, P., & Patrick, H. (2008). Learning science through inquiry in kindergarten. Science Education, 92(5), 868–908. doi:10.1002/sce.20275
Sanders, M. (2009). STEM, STEM education, STEM mania. The Technology Teacher, 68(4), 20-26
Scharmann, L. C. (1991). Teaching angiosperm reproduction by means of the learning cycle. School Science and Mathematics. 91, 100-104.
Schmuck, R. A. (2006). Action Research: practical for change. CA: Corwin Press.
Schwab, J. J., & Brandwein, P. F. (1962). The teaching of science as enquiry.The teaching of science, 3-103.
Schwab, J. J. (1964). The structure of the disciplines: meaning and significance. In G. W. Ford & L. Pugno (Eds.), The structure of knowledge and the curriculum (pp. 31–49). Chicago: Rand Mc Nally.
Seefeldt, G., & Galper, A. (2002). Active experiences for active children: Science. Upper Saddle.
River, NJ: Merrill/Prentice-Hall.
Segerstrale, U. (2000). Defenders of the Truth: The Battle for Science in the Sociobiology Debate and Beyond. Oxford: Oxford University Press.
Seo, K.-H., & Ginsburg, H. P. (2004). What is developmentally appropriate in early childhood mathematics education? Lessons from new research. In D. H. Clements, J. Sarama, & A.-M. DiBiase (Eds.), Engaging young children in mathematics: Standards for early childhood mathematics education (pp. 91–104). Hillsdale, NJ: Erlbaum.
Sharkins, K.; Newton, B. A.; Causey, C. & Ernest, M. J. (2017). Flipping Theory: Ways in Which Children's Experiences in the 21st Century Classroom Can Provide Insight into the Theories of Piaget and Vygotsky. International Journal of Early Childhood Education and Care, 6, 11-18.
Shulman, L. S. (1987). Knowledge and teaching: foundations of the new reform. Harvard Educational Review, 57, 1–22.
Smith, D. C. (1999). Changing our teaching: the role of pedagogical content knowledge in elementary science. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge (pp. 163–197). Dordrecht: Kluwer Academic.
Sneideman, J. (2015). Engaging children in STEM education early! Natural Source Alliance, retrieved from http://www.elcpalmbeach.org/
Sorenson, B. (2010). Alaska S.T.E.M.: Education and the economy report on the need for improved science, technology, engineering and mathematics education in Alaska. Retrieved from http://www.jedc.org/forms/STEMEducationJEDCFinal.pdf
Spodek, B. (1988). Early childhood curriculum and the definition of knowledge. Paper presented at the 1988 meeting of the American Educational Research Association, New Orleans, April.
Stringer, E. T. (1999). Action research (2nd ed.). CA: Sage.
Stringer, E. T. (2007). Action Research (3rd ed.). CA: Sage.
Tytler, R., & Peterson, S. (2003). Tracing young children’s scientific reasoning. Research in Science Education, 33, 433–465. doi:10.1023/B:RISE.0000005250.04426.67
Tiplady, G. M. (2004). Pedagogical content knowing in primary science teaching. Unpublished master’s thesis, Auckland College of Education, Auckland, New Zealand.
Trowbridge, L. W. & Bybee, R. W. (1990). Becoming a secondary school science teacher (5th ed.). New York: Merrill.
Tsai, C. (2002). Nested epistemologies: Science teachers’ beliefs of teaching, learning, and science. International Journal of Science Education, 24, 771–783.
Turner-Bisset, R. (1999). The knowledge bases of the expert teacher. British Educational Research Journal, 25(1), 39–55.
UNESCO (2007). The UN decade of education for sustainable development (DESD 2005-2014): The first two years. Paris, France: UNESCO.
UNESCO (2014). Shaping the future we want: UN decade of education for sustainable development (2005-2014) final report. Paris, France: UNESCO.
UNESCO (2016). Education 2030-Incheon Declaration: Towards inclusive and equitable quality education and life long learning for all. Retrieved from file:///Users/HTH/Downloads/education-2030-incheon-framework-for-action-2016-en_0.pdf
United Nations University (2010). United Nations University 2010 Annual Report. 2019/4/30 Retrieved from: https://i.unu.edu/media/unu.edu/publication/14598/unu_ar2010_en.pdf
US Department of Education. (2007). Report of the academic competitiveness council. Washington, DC.
Van Maanen, J., 1998. Different Strokes: Qualitative Research in the Administrative Science Quarterly from 1956-1996, in Van Maanen, J. (Ed.), Qualitative Studies of Organization, Newbury Park, CA: Sage Publications, 8-33.
Van Poeck, K. and Loones, J. (Ed.) (2011). Education for sustainable development: Flag and cargo. Brussels: Flemish Government, Environment, Nature and Energy Department.
von Glasersfeld. E. (1995). Radical constructivism: A way of knowing and learning. Washington. D. c.: The Falmer Press.
Vygotsky, L.S. (1978).Mind in society: The development of higher psychological process(M. Cole, V. John-Steiner, S. Scribner and E. Souberman, eds.). Cambridge, MA: Harvard University Press.
Vygotsky, L.S. (1986).Thought and language.(A. Kozulin ed. and trans.). Cambridge, MA: MIT Press.
Wainwright, S. P. (1997). A new paradigm for nursing: The potential of realism. Journal of Advanced Nursing, 26(6), 1262－1271.
Waters-Adams, S. (2006). The relationship between understanding of the nature of science and practice: the influence of teachers’ beliefs about education, teaching and learning. International Journal of Science Education, 28(8), 919–944.
Wenner, G. (1993). Relationship between science knowledge levels and beliefs toward science instruction held by preservice elementary teachers. Journal of Science Education and Technology, 2(3), 461–468. doi:10.1007/BF00694428
Willig, C. (2001). Introducing qualitative research in psychology, adventures in theory and method. Buckingham, UK: Open University Press.
Wilson, S. M., Shulman, L. S., & Richert, A. E. (1987). 150 different ways of knowing: Representations of knowledge in teaching. In J. Calderhead (Ed.), Exploring teachers’ thinking (pp. 104-124). London: Cassell.
Wynn, K. (1992). Addition and subtraction by human infants. Nature, 358, 749–750.
Yakman G. & Lee H., (2012). Exploring the Exemplary STEAM Education in the U.S. as a Practical Educational Framework for Korea. J Korea Assoc. Sci. Edu, Vol. 32, No. 6, pp. 1072-1086.
Zvonkin, A. (1992). Mathematics for little ones. Journal of Mathematical Behavior, 11(2), 207–219.