※複雜系統
1.多層次
Chi, M. T. H.（2005）. Commonsense conceptions of emergent processes: Why some misconceptions are robust. The journal of the Learning Science, 14（2）, 161-199.
Craver, C. F.（2001）. Role functions, mechanisms, and hierarchy. Philosophy of Science, 68, 53-74.
Craver, C. F.（2002）. Interlevel experiment and multilevel mechanisms in the neuroscience of memory. Philosophy of Science, 69（3）, S83-S97.
2.上向及下向因果
范冬萍和張華夏（2005）突現理論：歷史與前沿 自然辯證法研究，21（6），5-10
范冬萍（2005a）突現論的類型及其理論訴求 科學技術與辯證法，22（4），49-53
范冬萍（2005b）論突現性質的下向因果關係 哲學研究（7），108-114
3.突現
Humphreys, P.（1997a）. Emergence, not supervience. Philosophy of Science, 64（supplement）, 337-345.
Humphreys, P.（1997b）. How properties emerge. Philosophy of Science, 64, 1-17.
Sterelny, K., & Griffiths, P. E.（1999）. Sex and death: An introduction to philosophy of biology. Chicago: The University of Chicago Press.
Waldrop, M. M.（1992）. Complexity - the emerging science at the edge of order and chaos. New York: Touchstone.
4.整體性
Jacobson, M. J., & Wilensky, U.（2006）. Complexity systems in education: Scientific and education importance and implication for the learning science. the journal of the Learning Science, 15（1）, 11-34.
Lesh, R.（2006）. Modeling students modeling abilities: The teaching and learning of complex systems in education. The journal of the Learning Science, 15（1）, 45-52.
5.不可化約、不可預測
李建會（1995）還原論、突現論與世界的統一性 科學技術與辯證法，12（5），5-8
李夏和戴汝為（1999）突現--系統研究的新觀念 控制與決策，14（2），97-102
謝愛華（2003）突現論：科學與哲學的新挑戰 自然辯證法研究，19（9），84-87
6.非線性
Waldrop, M. M.（1992）. Complexity - the emerging science at the edge of order and chaos. New York: Touchstone.
武杰和李宏芳（2000）非線性是自然界本質嗎？ 科學技術與辯證法，17（2），1-5
7.多重因果、成份互動(關係)的重要性大於成份本身
Bosomaier, T., & Green, D.（1998）. Patterns in the sand: Computers, complexity and life. Australia: Allen & Unwin Pty Ltd.
Penner, D. E.（2000）. Explaining systems: Investigating middle school students' understanding of emergent phenomenon. Journal of Research in Science Teaching, 37（8）, 784-806.
Waldrop, M. M.（1992）. Complexity - the emerging science at the edge of order and chaos. New York: Touchstone.
8.動態的、不停止的
Bar-Yam, Y.（2003）. Dynamics of complex systems. New York: Perseus Publishing.
9.微觀層次裡有簡單的規則
Gleick, J.（1987）. Chaos: Making a new science. New York: Viking.
10.無中央控制
Resnick, M.（1994）. Turtles, termites, and traffic jams: Explorations in massively prarllel microwords. Cambridge, MA: MIT Press.
Resnick, M.（1996）. Beyond the centralized mindset. Journal of the Learning Science, 5, 1-22.
Resnick, M., & Wilensky, U.（1998）. Diving into complexity: Developing probabilistic decentralized thinking through role-playing activities. The Journal of the Learning science, 7（2）, 153-172.
※生物恆定性的研究
Finley, F. N., Stewart, J., & Yarroch, W. L. (1982). Teachers’ perceptions of important and difficult science content. Science Education, 66(4), 531-538.
Wilensky, U., & Reisman, K. (2006). Thinking like a wolf, a sheep or a firefly: Learning biology through constructing and testing computational theories - An embodied modeling approach. Cognition & Instruction, 24(2), 171-209.
Westbrook, S. L., & Marek, E. A. (1992). A cross age study of student understanding of the concept of homeosta sis. Journal of Research in Science Teaching, 29(1), 51-61.
1.抽象性
林陳涌和徐毓慧（2002）。國一學生對血糖恆定性的先前概念。科學教育學刊，10（4）， 378-387
Simpson, W. D., & Marek, E. A. (1988). Understandings and misconceptions of biology conceptions held by students attending small high schools and students attending large high schools. Journal of Research in Science Teaching, 25(5), 361-374.
2.動態性
Barrass, R. (1984). Some misconceptions and misunderstandings perpetuated by teachers and textbooks of biology. Journal of Biological Education, 18(3), 201-206.
Barak, F., Sheva, B. & Gorodetsky, M. (1999). As ‘process’ as it can get: students’ understanding of biological process. International Journal of Science Education, 21(12), 1281-1292.
3.持續性
Barrass, R. (1984). Some misconceptions and misunderstandings perpetuated by teachers and textbooks of biology. Journal of Biological Education, 18(3), 201-206.
潘震澤（2007）。身體的智慧（一）－坎能與恆定觀念。2007年4月3日取自http://blog.ebook.com.tw/jtpan/Archives/2007/02/15/2233
4.整體性
Simpson, W. D., & Marek, E. A. (1988). Understandings and misconceptions of biology conceptions held by students attending small high schools and students attending large high schools. Journal of Research in Science Teaching, 25(5), 361-374.
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