中文部分
王順美 (2016)。臺灣永續發展教育現況探討及行動策略之芻議.。環境教育研究,12-1,111-139。
王啟祥 (2001)。博物館在學習社會中的角色與實踐。科技博物, 5:2,5-17。
江佳純 (2018)。新生物經濟時代的原創思維仿生(Biomimicry)設計思考與研發方法學介紹。生物經濟 NO.55, 79-85。
全球永續發展里程碑 (2016年6月15日) 取自聯合國永續發展知識平臺網站)。
取自http://sustainabledevelopment.un.org/intgovmental.html
邱皓政 (2018)。量化研究與統計分析SPSS(PASW)資料分析範例。台北市:五南圖書出版股份有限公司。
吳芝儀、廖梅花(譯)(2018)。質性研究入門:紮根理論研究方法。(原作者:Anselm Strauss, Juliet Corbin)雲林縣:濤石文化事業有限公司。
周鴻騰 (2016)。仿生案例教學對大學生自然觀察智能、類比聯想、仿生設計能力與情意態度之成效分析(未出版之博士論文)。國立臺灣師範大學,台北市。倪上筑、Amy Lin與CSRone 永續報告平臺 (2018, July 24) 。全球永續發展高階政治論壇摘要:邁向永續與韌性社會的轉型之道。〔網路文章〕。擷取自https://npost.tw/archives/44987
陳淑敏、李文淵、楊育修、黃幼萱、吳志富(2017年6月15日)自造者教育的理念與實踐:國際案例與我國經驗之分析。國家教育研究院教育脈動電子期刊 第6期擷取自http://pulse.naer.edu.tw/Home/Content/813dc2e3-f5d3-4533-a1e9-c174224cb74e?paged=2&insId=40977899-d342-4f01-94a7-66d446c9d3bb
張美珍 (2000)。從認知心理學派觀點探析博物館內學習。科技博物,4(4),30-47。
張美珍 (2002)。從建構主義取向探究博物館教育活動的規劃設計。科技博物,6(6),19-30。
張曌菲(譯)(1998)。人類的出路探尋生物模擬的奧妙(原作者:Janine M. Benyus)。台北市:胡桃木文化事業有限公司。
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。
超維度互動股份有限公司(2015)。原型工廠可行性評估與實驗工作坊計畫(未出版 報告書)。台北市:國立臺灣科學教育館。
葉欣誠 (2018 )。探討環境教育與永續發展教育的發展脈絡環境教育研究,第十三卷,第二期,2017 年,67-109 頁。
趙珩宇 (2015)。自造者運動對生活科技的啟示。科技與人力教育季刊,1(3),1-20。
鄭宇鈞(2010)。博物館「動手做」活動促進觀眾對節水科技理解之研究(未出版之碩士論文)。高雄市:國立高雄師範大學。甄曉蘭、曾志華 (1997)。建構教學理念的興起與應用。國民教育研究學報,3,179-208。涂金堂(2017)。實驗研究法與共變數分析。台北市:五南圖書出版股份有限公司。
劉佳儒 (2018)。非制式教育場域辦理自造及科技教育活動之調查。 科技博物,22:3,135-156。
魏嘉儀(譯)(2019)。人類世的誕生從地質紀錄中反思人類與環境的關係,掌握改變未來的契機(原作者:Simon L. Lewis & Mark A.Maslin)台北市:積木文化
羅世宏、葉欣怡、薛丹琦(合譯)(2010)。質性資料分析文本、影像與聲音(原作者:Martin W. Bauer & George Gaskell)。台北市:五南圖書出版股份有限公司。
Michael Pawlyn (2010)。將大自然的智慧運用在建築上〔網路影片〕擷取自https://www.ted.com/talks/michael_pawlyn_using_nature_s_genius_in_architecture?language=zh-tw
外文部分
Alerby, E. (2000). A Way of Visualising Children's and Young People's Thoughts about the Environment: A study of drawings, Environmental Education Research, 6:3, 205-222. DOI: 10.1080/13504620050076713
Bishop, P. C. and Hines, A. (2012) .Teaching about the Future. New York: Palgrave Macmillan.
Bruner, J.S.(1971).Toward a Theory of instruction. Cambridge:Harvard University Press.
Buntting, C. & Jones, A. (2015). The Future in Learning Science: What’s in it
for the Learner? Switzerland: Springer.
Corcoran, Weakland & Wals .( 2017).Envisioning futures for environmental and sustainability education. Netherlands: Wageningen Academic Publishers.
Crutzen&Stoermer.(2000).The “Anthropocene”. IGBP NEWSLETTER 41
Simon L. Lewis & Maslin Mark A. (2015) Defining the Anthropocene. Nature, March 12 ,Vol.519:171-519.
Crutzen.(2002).Geology of mankind . Nature, Jan 3,vol.415: 23-25.
Gutwill, Hido, &Sindorf. (2015). Research to Practice: Observing Learning in Tinkering Activities. The Museum Journal, Apr , vol.52 no.2:151-168.
Gordon, A. 2009. Future Savvy. New York: AMACOM.
Harkness, J.M. (2001). A lifetime of connections—Otto Herbert Schmitt, 1913–1998. Phys. Perspect.. http://www.thebakken.org/research/Schmitt/Otto.htm.
Hatch, M. (2014). The maker movement manifesto: Rules for innovation in the new world of crafters, hackers, and tinkerers. New York, NY: McGraw-Hill.
Hoffman, J. (2019). Imagining 2060: A Cross-Cultural Comparison of University Students’ Perspectives. Journal of Futures Studies, June, 23(4): 63–78.
Kopnina, H. (2014). Future Scenarios and Environmental Education. The Journal of Environmental Education, 45:4, 217-231.
Leemput, M.V. (2019). Destinations for Polyamorous Futures and Their MAD Lovers. Journal of Futures Studies, June , 23(4): 3–14.
Liu, S.C. and Lin, H. (2018). Envisioning preferred environmental futures: exploring relationships between future-related views and environmental attitudes. Environmental Education Research, 24:180-96 .
Martinez, S.L & Stager.G. (2013). Learning. Invent to Learn: Making, Tinkering and Engineering in the classroom. (pp.31-44). Torrance.CA:Constructing Modern Knowledge Press.
McGeer, V. (2004). The art of good hope. The Annals of the American Academy of Political and Social Science, 592, 100–127.
Moseley, C., B. Desjean-Perrotta, and J. Utley. (2010). “The Draw-an-Environment Test Rubric (DAET-R): Exploring Pre-service Teachers’ Mental Models of the Environment.” Environmental Education Research 16 (2): 189–208.
Ono.(2003). Learning from young people’s image of the future: a case study in Taiwan and the US. Futures 35:737–758.
R. S. Kurti, D. L. Kurti, L. Fleming(2014). The Philosophy of Educational Makerspaces Part 1 of Making an Educational Makerspace. Teacher Librarian. 41:5.8-12.
Slaughter. (2018). Futures Education: Catalyst for Our Times. Journal of Futures Studies, February 2008, 12(3): 15 – 30.
World Urbanization Prospects 2018: Highlights
United Nations, Department of Economic and Social Affairs, Population Division
Snyder, C. R. (2000). Genesis: The birth and growth of hope. In C. R. Snyder (Ed.), Handbook of hope (pp. 25–38). San Diego, CA: Academic Press.
Snyder, C. R., Rand, K. L., & Sigmon, D. R. (2001). Hope theory. A member of the positive psychology family. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of Positive Psychology (pp. 257–275). New York, NY: Oxford University Press.
Vincent, Julian F.V.; Bogatyreva, Olga A.; Bogatyrev, Nikolaj R.; Bowyer, Adrian; Pahl, Anja-Karina (21 August 2006). "Biomimetics: its practice and theory". Journal of the Royal Society Interface. 3 (9): 471–482.
Vygotsky, L.S. (1971) The Psychology of Art .Cambridge: The MIT Press.
UNESCO/DESD(2009):(DESD,2005-2014) Review of Contexts and Structures for Education forSustainable Development 2009, Section for DESD Coordination, Division for the Coordination ofUnited Nations Priorities in Education: France.