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中文部分
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林昭宏（2013）。交融記憶系統、資訊精緻化與團隊創新－任務衝突、賦權領導及情感氛圍的調節效果（未出版之碩士論文）。國立政治大學，臺北市。
邱紹雯、賓靜蓀（2017年6月）.。美感教育，從「我在乎」態度開始！。親子天下，90，78-83。
范斯淳、游光昭（2006）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。
柳棟、吳俊杰、謝作如、沈涓（2013）。STEM、STEAM課程與可能的實踐路線。中小學訊息技術雜誌，6，39-41。
國家教育研究院（2016）。《十二年國民基本教育課程綱要：國民中小學暨普通型高級中等學校─自然科學領域（草案）》。臺北，臺灣：國家教育研究院。
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教育部（2018a）。十二年國民基本教育課程綱要國民中學暨普通型高級中等學校：科技領域。取 自https://www.naer.edu.tw/ezfiles/0/1000/attach/52/pta_18529_ 8438379_ 60115.pdf
教育部（2018b）。十二年國民基本教育課程綱要國民中學暨普通型高級中等學校：自然科學領域。取自https://www.naer.edu.tw/ezfiles/0/1000/attach/63/pta_18538_ 240851_ 60502.pdf
教育部（2019）。特殊教育課程實施規範。編者；臺北市。
張玉山（2017）。以STEAM創客教育培養21世紀能力。新北市教育季刊，22，13-15。
張玉山（2018）。STEAM Maker跨域整合，實踐12年國教。臺灣教育評論月刊，7（2），1-5。
陳榮德（2020），矽谷STEAM教育對新課綱的教材編製與使用之啟示。臺灣教育評論月刊，9（3），41-46
陳瑩（2015）。STEAM教育，玩的就是學科「跨界」。擷取自https://read01.com/mQGokP.html#.WZp7x_gjGzc
陳寬裕（2018）。結構方程模型分析實務：SPSS與SmartPLS的運用。臺北：五南。
陳寬裕（2021）。論文統計完全攻略：統計小白也能變達人。臺北：五南。
郭家倫（2004）。團隊交融記憶系統之研究--以學生及企業人士為對象（未出版之碩士論文）。國立政治大學，臺北市。
郭禎祥（2000）。藝術欣賞課程教師手冊：中學美術篇。臺北：國立臺灣藝術教育館。
靳知勤（2008）。臺灣STS教育領域學位論文之發展回顧與評析。科學教育學刊，16（4），351-373。
葉栢維（2017）。STEAM理論融入高中科技實作活動設計－以手機號角音箱設計為例。科技與人力教育季刊，4（2），1-20。
駱奕帆（2023a）。時計果。載於林如萍（主編），美好生活實踐-食農教育教案手冊【高中篇】（86-107頁）。臺北市：農業部。
駱奕帆（2023b）。STEAM-6E教學模式實踐地方本位永續發展教育─以暨大附中數理實驗課程為例。台灣教育743，40-48
https://drive.google.com/file/d/1fuspI0wWtcEfNmZUmI4fa8vNiJTJQj88/view
蔡釋鋒（2016）。STEAM課程統整模式運用於國中生活科技教學對於學生知識整合應用之研究（未出版之碩士論文）。國立高雄師範大學，高雄市。
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)，4-10。
趙慧臣、周昱希、李彥奇、劉亞同、文潔（2017）。跨學科視野下“工匠型”創新人才的培養策略─基於美國STEAM 教育活動設計的啟示。擷取自https://www.jianshu.com/p/e42188a428c4
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簡佑宏、朱柏穎、簡爾君（2017）。STEAM取向之Maker教學。中等教育，68（2），12-28。
佟振國（民112年4月11日）。「自走水砲」清除福壽螺卵 暨大附中勇奪國際科學想像力論壇銀賞獎。自由時報。民112年4月11日取自https://news.ltn.com.tw/news/life/breakingnews/4266877
佟振國（民112年10月24日）。國立暨大附中師生研發環保無毒貓砂 原料竟是廢棄茭白筍殼。自由時報。民112年10月24日取自https://news.ltn.com.tw/news/life/breakingnews/4468335
英文部分
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