| 期刊論文| 1. | 吳文龍(20061100)。科幻-科學中的幻想、幻想中的科學。科學教育，294，15-22。 延伸查詢 | | 2. | Howard-Jones, P. A.、Winfield, M.、Crimmins, G.(2008)。Co-constructing an understanding of creativity in drama education that draws on neuropsychological concepts。Educational Research，50(2)，187-201。  | | 3. | Faulkner, D.、Coates, E.、Craft, A.、Duffy, B.(2006)。Creativity and cultural innovation in early childhood education。International Journal Early Years Education，14(3)，191-199。 | | 4. | 邱美虹(20000300)。概念改變研究的省思與啟示。科學教育學刊，8(1)，1-34。 延伸查詢 | | 5. | Rowe, Gene、Frewer, Lynn J.(2000)。Public Participation Methods: A Framework for Evaluation。Science, Technology, & Human Values，25(1)，3-29。 | | 6. | Pongsophon, P.、Yutakom, N.、Boujaoude, S. B.(2010)。Promotion of scientific literacy on global warming by process drama。Asia-Pacific Forum on Science Learning and Teaching，11(1)，1-38。 | | 7. | Dorion, K. R.(2009)。Science through drama: A multiple case exploration of the characteristics of drama activities used in secondary science lessons。International Journal of Science Education，31(16)，2247-2270。 | | 8. | Ainley, M.、Ainley, J.(2011)。Student engagement with science in early adolescence: The contribution of enjoyment to students' continuing interest in learning about science。Contemporary Educational Psychology，36(1)，4-12。 | | 9. | Vygotsky, Lev Semenovich(2004)。Imagination and Creativity in Childhood。Journal of Russian and East European Psychology，42(1)，7-97。 | | 10. | 李菁華(20011000)。魔鏡中的故事--以心理分析探究傳統歐洲童話。通識教育年刊. 中國醫藥學院，3，77-101。 延伸查詢 | | 11. | 邱凡芸(20120300)。媒介改變對民間童話傳播影響初探：以臺灣流傳之灰姑娘為中心。人文社會科學研究，6(1)，33-47。 延伸查詢 | | 12. | 賴育萱(20090500)。〈灰姑娘〉書寫與文化研究。兒童文學學刊，19，51-72。 延伸查詢 | | 13. | Andersen, C.(2004)。Learning in "As-If” worlds: Cognition in drama in education。Theory Into Practice，43(4)，281-286。 | | 14. | Austin, S. R. P.、Sullivan, M.(2019)。How are we performing? Evidence for the value of science shows。International Journal of Science Education, Part B，9(1)，1-12。 | | 15. | Britsch, S.(2019)。Exploring science visually: Science and photography with prekindergarten children。Journal of Early Childhood Literacy，19(1)，55-81。 | | 16. | Close, H. G.、Scherr, R. E.(2015)。Enacting conceptual metaphor through blending: Learning activities embodying the substance metaphor for energy。International Journal of Science Education，37(5/6)，839-866。 | | 17. | Davis, S.、Dolan, K.(2016)。Contagious learning: Drama, experience and perezhivanie。International Research in Early Childhood Education，17(1)，50-67。 | | 18. | DeJarnette, N.(2012)。America's children: Providing early exposure to STEM (science, technology, engineering and math) initiatives。Education，133，77-84。 | | 19. | Eisner, E.、Powell, K.(2002)。Special series on arts-based educational research。Curriculum Inquiry，32(2)，131-159。 | | 20. | Fleer, M.(2013)。Affective imagination in science education: Determining the emotional nature of scientific and technological learning of young children。Research in Science Education，43(5)，2085-2106。 | | 21. | Fleer, M.(2017)。Scientific playworlds: A model of teaching science in play-based settings。Research in Science Education，22，1-22。 | | 22. | Heras, M.、Tàbara, J. D.(2016)。Conservation theatre: Mirroring experiences and performing stories in community management of natural resources。Society & Natural Resources，29(8)，948-964。 | | 23. | Jones, C.(2018)。Let's get physical: Supporting arts based research through haptic learning。Art Libraries Journal，43(3)，149-152。 | | 24. | Johnson, C.(2002)。Drama and metacognition。Early Child Development and Care，172(6)，595-602。 | | 25. | Jickling, B.(2015)。Self-willed learning: Experiments in wild pedagogy。Cultural Studies of Science Education，10(1)，149-161。 | | 26. | Hulse, B.、Owens, A.(2019)。Process drama as a tool for teaching modern languages: supporting the development of creativity and innovation in early professional practice。Innovation in Language Learning and Teaching，13(1)，17-30。 | | 27. | McGillion, C.、McKinnon, M.(2014)。Participatory theater as a science communication tool in Timor Leste。Science Communication，36(4)，502-510。 | | 28. | Mackey, S.(2016)。Applied theatre and practice as research: Polyphonic conversations。Research in Drama Education: The Journal of Applied Theatre and Performance，21(4)，478-491。 | | 29. | Orlik, Y.(2005)。Using of active educational strategies and methods--The way to improve the quality of science education。Journal of Science Education，6，43-44。 | | 30. | Pentassuglia, M.(2017)。"The Art(ist) is present": Arts-based research perspective in educational research。Cogent Education，4(1)，1-12。 | | 31. | Pongsophon, P.(2010)。Using process drama to enhance pre-service teachers' understanding of science and religion。Cultural Studies of Science Education，5(1)，141-156。 | | 32. | Pyle, A.、Danniels, E.(2017)。A continuum of play-based learning: The role of the teacher in play-based pedagogy and the fear of hijacking play。Early Education and Development，28(3)，274-289。 | | 33. | Quinones, G.、Ridgway, A.、Li, L.(2019)。Developing a drama pedagogy for toddler education。Journal of Early Childhood Research，17(2)，140-156。 | | 34. | Sawyer, R. K.(1995)。Creativity as mediated action: A comparison of improvisational performance and product creativity。Mind, Culture, and Activity，2(3)，172-191。 | | 35. | Siry, C. A.、Kremer, I.(2011)。Children explain the rainbow: Using young children’s ideas to guide science curricula。International Journal of Science Education and Technology，20(5)，643-655。 | | 36. | Zeidler, D. L.(2016)。STEM education: A deficit framework for the twenty first century? A sociocultural socio-scientific response。Cultural Studies of Science Education，11(1)，11-26。 | | 37. | Hadjigeorgiou, Y.(2001)。The role of wonder and "romance" in early childhood science education。International Journal of Early Years Education，9(1)，63-69。 | 會議論文| 1. | Burton, L. D.(1997)。Hitting the issues head on: using role-play in science education。The Annual Meeting of the National Science Teacher's Association。New Orleans, LA。 | 圖書| 1. | Balme, Christopher B.(2008)。The Cambridge Introduction to Theatre Studies。Cambridge University Press。 | | 2. | Bowell, P.、Heap, B. S.(2001)。Planning Process Drama。London：David Fulton Publishers。 | | 3. | 張曉華(20070000)。創作性戲劇教學原理與實作：藝術與人文學習領域統整教學的方式。臺北：成長文教基金會。 延伸查詢 | | 4. | Neelands, Jonothan(1992)。Learning Through Imagined Experience。Hodder & Stoughton。 | | 5. | National Research Council(2012)。A framework for K-12 science education: Practices, crosscutting concepts, and core ideas。Washington, DC：National Academies Press。 | | 6. | Wittgenstein, L.、Anscombe, G. E. M.(1967)。Philosophical investigations。Oxford：Basil Blackwell。 | | 7. | 廖順約(2006)。表演藝術教材教法。臺北：心理出版社。 延伸查詢 | | 8. | Fleer, M.、Pramling, N.(2015)。A cultural-historical study of children learning science: Foregrounding affective imagination in play-based settings。Dordrecht：Springer。 | | 9. | Henricks, T. S.(2006)。Play reconsidered: Sociological perspectives on human expression。Illinois, IL：University of Illinois Press。 | | 10. | Neaum, S.(2010)。Child development for early childhood studies。Exeter, Devon：Learning Matters Ltd。 | | 11. | Pickering, K.(2010)。Key concepts in drama and performance。Basingstoke：Palgrave Macmillan。 | | 12. | Russell, N.(2009)。Communicating science: Professional, popular, literary。Cambridge：Cambridge University Press。 | 其他| 1. | Bohannon, J.(2011)。Dance vs. powerpoint, a modest proposal，https://www.ted.com/talks/john_bohannon_dance_vs_powerpoint_a_modest_proposal。 | 圖書論文| 1. | Vygotsky, L. S.(1997)。The history of the development of higher mental functions。The collected works of L. S. Vygotsky. Vol. 4: The history of the development of higher mental functions。New York, NY：Plenum。 | | 2. | Wicks, R. H.(1992)。Schema theory and measurement in mass communication research: theoretical and methodological issues in news information processing。Communication Yearbook。Newbury Park, CA：Sage。 | | 3. | 陳瑞麟(20040000)。科幻與哲學的親密關係。科幻研究學術論文集。新竹：國立交通大學出版社。 延伸查詢 | | 4. | Ben-Avie, M.、Haynes, N. M.、Ensign, J.、Steinfeld, T.(2003)。Social and emotional development in relation to math and science learning: An introduction to the argument。How social and emotional development add up: Getting results in math and science education。New York, NY：Teachers College Press。 | | 5. | Blake, E.、Howitt, C.(2012)。Science in early learning centres: Satisfying curiosity, guided play or lost opportunities?。Issues and challenges in science education research: Moving forward。Dordrecht：Springer。 | | 6. | BouJaoude, S.、Sowwan, S.、Abd-El-Khalick, F.(2005)。The effect of using drama in science teaching on students’ conceptions of nature of science。Research and the quality of science education。Dordrecht：Springer。 | | 7. | Davis, S.、Clemson, H. G.、Ferholt, B.、Jansson, S. M.(2015)。Introduction: Vygotsky, sociocultural concepts and drama in and for education。Dramatic interactions in education: Vygotskian and sociocultural approaches to drama, education and research。London：Bloomsbury。 | | 8. | Gutberlet, J.、De Oliveira, B. J.、Tremblay, C.(2017)。Arts-based and participatory action research with recycling cooperatives。The Palgrave international handbook of action research。New York, NY：Palgrave Macmillan。 | | 9. | Lehtonen, A.、Salonen A. O.、Cantell, H.(2019)。Climate change education: A new approach for a world of wicked problems。Sustainability, human well-being, and the future of education。Basingstoke：Palgrave Macmillan。 | | 10. | Reiss, M.(2005)。The importance of affect in science education。Beyond Cartesian dualism。Dordrecht：Springer。 | | 11. | Vygotsky, L. S.(1987)。Problems of general psychology。The collected works of L. S. Vygotsky。New York, NY：Plenum Press。 | | 12. | Gallagher, K.(2007)。Conceptions of creativity in drama education。International Handbook of research in arts education。Springer。 | |