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Niklas M. Gericke
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The effectiveness of education for sustainable development
J Boeve-de Pauw, N Gericke, D Olsson, T Berglund
Sustainability 7 (11), 15693-15717, 2015
4402015
The barriers encountered by teachers implementing education for sustainable development: Discipline bound differences and teaching traditions
C Borg, N Gericke, HO H÷glund, E Bergman
Research in Science & Technological Education 30 (2), 185-207, 2012
2812012
The effect of implementation of education for sustainable development in Swedish compulsory schools–assessing pupils’ sustainability consciousness
D Olsson, N Gericke, SN Chang Rundgren
Environmental education research 22 (2), 176-202, 2016
2712016
Subject-and experience-bound differences in teachers’ conceptual understanding of sustainable development
C Borg, N Gericke, HO H÷glund, E Bergman
Environmental Education Research 20 (4), 526-551, 2014
2512014
The Sustainability Consciousness Questionnaire: The theoretical development and empirical validation of an evaluation instrument for stakeholders working with sustainableá…
N Gericke, J Boeve‐de Pauw, T Berglund, D Olsson
Sustainable Development 27 (1), 35-49, 2019
2042019
The adolescent dip in students' sustainability consciousness—Implications for education for sustainable development
D Olsson, N Gericke
The Journal of Environmental Education 47 (1), 35-51, 2016
1982016
The implementation of education for sustainable development in Sweden: Investigating the sustainability consciousness among upper secondary students
T Berglund, N Gericke, SN Chang Rundgren
Research in Science & Technological Education 32 (3), 318-339, 2014
1652014
Definition of historical models of gene function and their relation to students’ understanding of genetics
NM Gericke, M Hagberg
Science & Education 16, 849-881, 2007
1532007
Whole school approaches to education for sustainable development: A model that links to school improvement
A Mogren, N Gericke, H┼ Scherp
Environmental education research 25 (4), 508-531, 2019
1302019
Separated and integrated perspectives on environmental, economic, and social dimensions–an investigation of student views on sustainable development
T Berglund, N Gericke
Environmental Education Research 22 (8), 1115-1138, 2016
1212016
Powerful knowledge, transformations and the need for empirical studies across school subjects
N Gericke, B Hudson, C Olin-Scheller, M Stolare
London Review of Education 16 (3), 428-444, 2018
1032018
Redefining action competence: The case of sustainable development
W Sass, J Boeve-de Pauw, D Olsson, N Gericke, S De Maeyer, ...
The Journal of Environmental Education 51 (4), 292-305, 2020
1012020
Young adults’ belief in genetic determinism, and knowledge and attitudes towards modern genetics and genomics: the PUGGS questionnaire
RB Carver, J CastÚra, N Gericke, NAM Evangelista, CN El-Hani
PloS one 12 (1), e0169808, 2017
992017
Conceptual variation or incoherence? Textbook discourse on genes in six countries
NM Gericke, M Hagberg, VC dos Santos, LM Joaquim, CN El-Hani
Science & Education 23, 381-416, 2014
992014
The effect of gender on students' sustainability consciousness: A nationwide Swedish study
D Olsson, N Gericke
The Journal of Environmental Education 48 (5), 357-370, 2017
972017
Conceptualizing environmental citizenship for 21st century education
AC Hadjichambis, P Reis, D Paraskeva-Hadjichambi, J Činčera, ...
Springer Nature, 2020
942020
Self-perceived action competence for sustainability: The theoretical grounding and empirical validation of a novel research instrument
D Olsson, N Gericke, W Sass, J Boeve-de Pauw
Environmental Education Research 26 (5), 742-760, 2020
842020
Green schools in Taiwan–Effects on student sustainability consciousness
D Olsson, N Gericke, J Boeve-de Pauw, T Berglund, T Chang
Global Environmental Change 54, 184-194, 2019
822019
Teaching contributions from secondary school subject areas to education for sustainable development–a comparative study of science, social science and language teachers
P Sund, N Gericke
Environmental Education Research 26 (6), 772-794, 2020
802020
Conceptual incoherence as a result of the use of multiple historical models in school textbooks
NM Gericke, M Hagberg
Research in science Education 40, 605-623, 2010
722010
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