212
Sadler, T. D. (2004). Informal reasoning regarding socioscientific issues: A critical review of
research. Journal of Research in Science Teaching, 41, 513–536.
Sadler, T. D. (2011). Socio-scientific issues in the classroom: Teaching, learning and research.
Dordrecht: Springer.
Sandell, K., Öhman, J., & Östman, L. (2005). Education for sustainable development. Lund:
Studentlitteratur.
Schulz, W., Ainley, J., Fraillon, J., Kerr, D., & Losito, B. (2010). ICCS 2009 International
report: Civic knowledge, attitudes, and engagement among lower-secondary school students
in 38 countries. Amsterdam: International Association for the Evaluation of Educational
Achievement (IEA).
Schulz, W., Ainley, J., Fraillon, J., Losito, B., & Agrusti, G. (2016). IEA International Civic
and Citizenship Education Study 2016: Assessment framework. Amsterdam: International
Association for the Evaluation of Educational Achievement (IEA).
Schulz, W., Ainley, J., Fraillon, J., Losito, B., Agrusti, G., & Friedman, T. (2017). Becoming
Citizens in a Changing World. IEA International Civic and Citizenship Education Study 2016
International Report. Amsterdam: International Association for the Evaluation of Educational
Achievement (IEA).
Stables, A., & Scott, W. (2002). The quest for holism in education for sustainable development.
Environmental Education Research, 8(1), 53–60.
Summers, M., Childs, A., & Corney, G. (2005). Education for sustainable development in initial
teacher training: Issues for interdisciplinary collaboration. Environmental Education Research,
11(5), 623–647.
Sund, P., & Wickman, P.-O. (2011). Socialization content in schools and education for sustainable
development – I. a study of teachers’ selective traditions. Environmental Education Research,
17(5), 599–624.
Sund, P., & Gericke, N. (n.d.). Teaching contributions from three different secondary school subject areas to education for sustainable development. Manuscript in preparation.
Sundberg, D. (2005). Skolreformernas dilemman – en läroplansteoretisk studie av kampen om tid
I den svenska obligatoriska skolan [Dilemmas of school reforms – A theoretical curriculum
study of the struggle for time in compulsory School in Sweden]. Växjö: Växjö Universitet.
Young, M. (2015). Powerful knowledge as curriculum principle. In M. Young, D. Lambert, C. R.
Roberts, & M. D. Roberts (Eds.), Knowledge and the future school: Curriculum and social
justice (2nd ed., pp. 65–88). London: Bloomsbury Academic.
Young, M., & Muller, J. (2010). Three educational scenarios for the future: Lessons from the sociology of knowledge. European Journal of Education, 45, 11–27.
Open Access This chapter is licensed under the terms of the Creative Commons Attribution 4.0
International License (http://creativecommons.org/licenses/by/4.0/), which permits use, sharing,
adaptation, distribution and reproduction in any medium or format, as long as you give appropriate
credit to the original author(s) and the source, provide a link to the Creative Commons license and
indicate if changes were made.
The images or other third party material in this chapter are included in the chapter’s Creative
Commons license, unless indicated otherwise in a credit line to the material. If material is not
included in the chapter’s Creative Commons license and your intended use is not permitted by
statutory regulation or exceeds the permitted use, you will need to obtain permission directly from
the copyright holder.
N. Gericke et al.
Sadler, T. D. (2004). Informal reasoning regarding socioscientific issues: A critical review of
research. Journal of Research in Science Teaching, 41, 513–536.
Sadler, T. D. (2011). Socio-scientific issues in the classroom: Teaching, learning and research.
Dordrecht: Springer.
Sandell, K., Öhman, J., & Östman, L. (2005). Education for sustainable development. Lund:
Studentlitteratur.
Schulz, W., Ainley, J., Fraillon, J., Kerr, D., & Losito, B. (2010). ICCS 2009 International
report: Civic knowledge, attitudes, and engagement among lower-secondary school students
in 38 countries. Amsterdam: International Association for the Evaluation of Educational
Achievement (IEA).
Schulz, W., Ainley, J., Fraillon, J., Losito, B., & Agrusti, G. (2016). IEA International Civic
and Citizenship Education Study 2016: Assessment framework. Amsterdam: International
Association for the Evaluation of Educational Achievement (IEA).
Schulz, W., Ainley, J., Fraillon, J., Losito, B., Agrusti, G., & Friedman, T. (2017). Becoming
Citizens in a Changing World. IEA International Civic and Citizenship Education Study 2016
International Report. Amsterdam: International Association for the Evaluation of Educational
Achievement (IEA).
Stables, A., & Scott, W. (2002). The quest for holism in education for sustainable development.
Environmental Education Research, 8(1), 53–60.
Summers, M., Childs, A., & Corney, G. (2005). Education for sustainable development in initial
teacher training: Issues for interdisciplinary collaboration. Environmental Education Research,
11(5), 623–647.
Sund, P., & Wickman, P.-O. (2011). Socialization content in schools and education for sustainable
development – I. a study of teachers’ selective traditions. Environmental Education Research,
17(5), 599–624.
Sund, P., & Gericke, N. (n.d.). Teaching contributions from three different secondary school subject areas to education for sustainable development. Manuscript in preparation.
Sundberg, D. (2005). Skolreformernas dilemman – en läroplansteoretisk studie av kampen om tid
I den svenska obligatoriska skolan [Dilemmas of school reforms – A theoretical curriculum
study of the struggle for time in compulsory School in Sweden]. Växjö: Växjö Universitet.
Young, M. (2015). Powerful knowledge as curriculum principle. In M. Young, D. Lambert, C. R.
Roberts, & M. D. Roberts (Eds.), Knowledge and the future school: Curriculum and social
justice (2nd ed., pp. 65–88). London: Bloomsbury Academic.
Young, M., & Muller, J. (2010). Three educational scenarios for the future: Lessons from the sociology of knowledge. European Journal of Education, 45, 11–27.
Open Access This chapter is licensed under the terms of the Creative Commons Attribution 4.0
International License (http://creativecommons.org/licenses/by/4.0/), which permits use, sharing,
adaptation, distribution and reproduction in any medium or format, as long as you give appropriate
credit to the original author(s) and the source, provide a link to the Creative Commons license and
indicate if changes were made.
The images or other third party material in this chapter are included in the chapter’s Creative
Commons license, unless indicated otherwise in a credit line to the material. If material is not
included in the chapter’s Creative Commons license and your intended use is not permitted by
statutory regulation or exceeds the permitted use, you will need to obtain permission directly from
the copyright holder.
N. Gericke et al.