References
- Aikenhead, G. (2006). Science education for everyday life: Evidence-based practice. New York: Teacher College Press.
- Alexandersson, M. (1994). Den fenomenografiska forskningsansatsens fokus [Focus on the phenomenographic research method]. In B. Starrin & P. G. Svensson (Eds.), Kvalitativ metod och vetenskapsteori [Qualitative method and theory of science] (pp. 111-136). Lund: Studentlitteratur.
- Alexandersson, M. (Ed.). (1998). Styrning på villovägar. Perspektiv på skolans utveckling [Diverging governance. Perspective on school development]. Göteborg: Göteborgs universitet, Institutionen för metodik.
- Anderson, C. W. (2007). Perspectives on science learning. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 3-30). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
- Andersson, B. (2001). Elevers tänkande och skolans naturvetenskap. Forskningsresultat som ger nya idéer [Students' thinking and school science. Findings that provide new ideas]. Stockholm: Allmänna förlaget.
- Appleton, K. (2008). Developing science pedagogical content knowledge through mentoring elementary teachers. Journal of Science Teacher Education, 19(6), 523-545.
- Arnesen, N. E. (2008). Meaning making from a socio-scientific debate on gene modified food. In A. Macdonald (Ed.), Planning science instruction: From insight to learning to pedagogical practices (pp. 15-69). Reykjavik: University of Iceland.
- Björneloo, I. (2004). Innebörder av hållbar utveckling [Meanings of sustainable development]. Göteborg: Acta Universitatis Gothoburgensis.
- Bäckstrand, K. (2003). Civic science for sustainability. Reframing the role of experts, policymakers and citizens in environmental governance. Global Environmental Politics, 3(4), 24-41.
- Carson, R. (1962/2002). Silent spring. New York: Houghton Mifflin.
- Clark, F., & Illman, D. L. (2001). Dimensions of civic science. Science Communication, 23(1), 5-27.
- Cullingford, C. (2004). Sustainability and higher education. In J. Blewitt & C. Cullingford (Eds.), The sustainability curriculum, the challenge of higher education (pp. 13-23). London: Earthscan.
- Dimenäs, J. (2007). Undervisningens röda tråd - möjligheter i naturvetenskap [The main theme in science education]. Lund: Studentlitteratur.
- Englund, T. (2009). On the need of citizenship literacy. Paper presented at Nordic Educational Research Association, Trondheim.
- Ernst, J. (2009). Influence on US middle school teachers' use of environment-based education. Environmental Education Research, 15(1), 71-92.
- George, R. (2006). A cross-domain analysis of change in student's attitudes toward science and attitudes about the utility of science. International Journal of Science Education, 28(6), 571-589.
- Gutafsson, B. (2007). Naturvetenskaplig utbildning för demokrati och hållbar utveckling [Science education for democracy and sustainable development]. Växjö: Växjö universitet.
- Gustafsson, B. (2008). Dealing with the democratic aspects in science education. In A. Macdonald (Ed.), Planning science instruction: From insight to learning to pedagogical practices (pp. 15-69). Reykjavik: University of Iceland.
- Harris, R., & Ratcliffe, M. (2005). Socio-scientific issues and the quality of exploratory talk - what can be learned from schools involved in a ‘collapsed day’ project? The Curriculum Journal, 16(4), 439-453.
- Hewitt, P. (2002). Conceptual physics. Upper Saddle River, NJ: Prentice Hall.
- Johansson, M. (2009). Forskarens ståndpunkt i den fenomenografiska forskningen [Statements in phenomenographic research]. Pedagogisk Forskning [Research in Pedagogy], 14(1), 45-58.
- Jonsson, G. (2007). Mångsynthet och mångfald. Om lärarstudenters förståelse och undervisning för hållbar utveckling [An approach full of nuances on pre-service teachers' understanding of and teaching for sustainable development]. Luleå: Luleå tekniska universitet.
- Kahne, J. E., & Sporte, S. E. (2008). Developing citizens: The impact of civic learning opportunities on students' commitment to civic participation. American Educational Research Journal, 3(45), 738-766.
- Kolstö, S. D. (2006). Et allmenndannende naturfag. Fagets betydning for demokratisk deltakelse [The importance of science in democratic processes]. Nordina, 5, 82-99.
- Latour, B. (1987). Science in action: How to follow scientists and engineers through society. Milton Keynes: Open University Press.
- Lewis, J., & Leach, J. (2006). Discussion of socio-scientific issues. The role of science education. International Journal of Science Education, 28(11), 1267-1287.
- Lindemann-Matthies, P., Constantinou, C., Junge, X., Köhler, K., Mayer, J., Nagel, U., Raper, G., Schüle, D., & Kadji-Beltran, C. (2009). The integration of biodiversity education in the initial education of primary school teachers: Four comparative case studies from Europe. Environmental Education Research, 15(1), 17-37.
- Ljunggren, C. (2008). Det offentliga rummets princip. Om kontroversiella frågor i utbildningen [The public discussion about controversial issues in education]. Norsk Pedagogisk tidskrift, 4(92), 301-314.
- Lundegård, I., & Wickman, P. O. (2007). Conflicts of interest: An indispensable element of education for sustainable development. Environmental Education Research, 13(1), 1-15.
- Mitchell, J. F. B., Lowe, J., Wood, R. A., & Vellinga, M. (2006). Extreme events due to human induced climate change. Philosophical Transactions of the Royal Society, 364(1845), 2117-2133.
- Nyberg, E. (2009). On the continuity of life. Teaching and learning about the life cycles of plants and animals - a case study in grade 5. (Göteborg studies in educational sciences, Nr. 271). Göteborg: Acta Universitatis Gothoburgensis.
- Olausson, L. (2005).Vägen bort från den disciplinerade utbildningen - förändringar i den högre utbildningen och ämnesorganisationen [Away from institutional education - changes in higher education and organisation]. In O. Björkqvist, T. Englund, C. Liberg, G. Malmgren, L. Olausson, A. M. Pendrill, S. Selander & S. Sjöberg (Eds.), Lära ut och in - om innehållet i pedagogisk verksamhet [The content-oriented teaching and learning] (pp. 8-13). Stockholm: Vetenskapsrådet.
- Osborne, J., & Dillon, J. (2008). Science education in Europe: Critical reflections. London: The Nuffield Foundation.
- Oscarsson, M., Jidesjö, A., Karlsson, K. G., & Strömdahl, H. (2009). Science in society or science in school: Swedish secondary school science teachers' beliefs about science and science lessons in comparison with what their students want to learn. Nordina, 5(1), 18-34.
- Öhman, J. (2006). Den etiska tendensen i utbildning för hållbar utveckling. Meningsskapande i ett genomlevandeperspektiv [The ethical tendency for education for sustainable development]. Örebro: Örebro University.
- Östman, L. (1998). How companion meanings are expressed by science education discourse. In D. A. Roberts & L. Östman (Eds.), Problems of meaning in science curriculum (pp. 54-70). New York: Teachers College Press.
- Persson, C. (2008). Symphony of the spheres in change? Learning environment for sustainable development in primary school with a scientific and longitudinal approach. (Studies in Science and Technology Education, Nr. 14). Linköping: Linköping University.
- Popov, O. (2008). The place of liberal values in science teacher education. In A. Macdonald (Ed.), Planning science instruction: From insight to learning to pedagogical practices (pp. 15-69). Reykjavik: University of Iceland.
- Reiska, P., & Dahncke, H. (2008). Handling of natural growth in interdisciplinary science lessons - seeing global problems of environment relevance from the local perspective of students. In A. Macdonald (Ed.), Planning science instruction: From insight to learning to pedagogical practices (pp. 15-69). Reykjavik: University of Iceland.
- Roberts, D. A. (1998). Analyzing school science courses: The concept of companion meaning. In D. A. Roberts & L. Östman (Eds.), Problems of meaning in science curriculum (pp. 5-12). New York: Teachers College Press.
- Roberts, D. A. (2007). Scientific literacy/science literacy. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 729-780). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
- Rutherford, F. J. (1990). Science for all Americans. New York: Oxford University Press.
- Sadler, T. D., Amirshokoohi, A., Kazempour, M., & Allspaw, K. M. (2006a). Socioscience and ethics in science classrooms: Teachers perspectives and strategies. Journal of Research in Science Teaching, 43(4), 353-376.
- Sadler, T. D., Barab, S. A., & Scott, B. (2006b). What do students gain by engaging in socio-scientific inquiry? Research in Science Teaching, 37(4), 371-391.
- Sjöberg, S. (2005). Internasjonale skolestudier - Hva kan vi laere og hva kan vi ikke laere? [International school research - what is possible to learn?] In O. Björkqvist, T. Englund, C. Liberg, G. Malmgren, L. Olausson, A. M. Pendrill, S. Selander & S. Sjöberg (Eds.), Lära ut och in - om innehållet i pedagogisk verksamhet [The content-oriented teaching and learning] (pp. 53-61). Stockholm: Vetenskapsrådet.
- Skolverket [The Swedish National Agency for Education]. (2011). Läroplan för grundskolan, förskoleklassen och fritidshemmet [Curriculum on elementary, kindergarten nursery and leisure home]. Stockholm: Fritzes.
- Solhaug, T. (2008). Kritiske blikk på skolens opplaering til demokrati [Critical view on education]. Norsk Pedagotgisk tidskriftthe translation [Research in Pedagogy], 4, 255-261.
- Solomon, J. (1998). The science curricula of Europe and the notion of scientific culture. In D. A. Roberts & L. Östman (Eds.), Problems of meaning in science curriculum (pp. 166-177). New York: Teachers College Press.
- Stringer, J. (1992). Science and technology in society. Suffolk: The Lavenham Press.
- Swedish Government Official Reports. (2007). Utredningen om tydliga mål och kunskapskrav i grundskolan. Tydliga måloch kunskapskrav i grundskolan SOU 2007:28 [Inquiry on clear goal-oriented knowledge requirements in primary schools. Clear goal-oriented knowledge requirements in primary schools SGOR 2007: 28]. Sockholm: Fritzes.
- Vikström, A. (2005). A seed for learning. A variation theory study of teaching and learning in biology. Unpublished doctoral thesis, Luleå University of Technology, Luleå, Sweden.
- World Wide Fund. (2008). Living planet report. Gland: Banson Production.
- Zeidler, D. L., Sadler, T. D., Simmons, M. L., & Howes, E. V. (2005). Beyond STS: A research-based framework for scientific issues in education. Scientific Education, 89(3), 357-377.