This work is licensed under a
Creative Commons Attribution 4.0 International License
Abell S. K., Lederman N. G. (Eds. ), Handbook of research on science education. Mahwah, NJ: Lawrence Erlbaum Associates, (2007).
Ash D., Klein C., Inquiry in the informal learning environment. In J. Minstrell & E. H. van Zee (Eds. ), Inquiring into Inquiry Learning in Science, 2000, pp.216-240, Washington, D. C: American Association for the Advancement of Science.
Bailey S., Watson R., International Journal of Science Education 20(2) (1998) 139-152.
Barraza L., Environmental Education Research 5(1) (1999) 49-66.
Barrett M. J., Participatory pedagogy in environmental education: Reproduction or disruption? In A. Reid, B. B. Jensen, J. Nikel, V. Simovsla (Eds. ), Participation and learning: Perspective on education and the environment, health and, New York: Springer, 2008, pp.212-224.
Bartholomew H., Osborne J., Ratcliffe M., Science Education 88(5) (2004) 655-682.
Baskaran A., Boden R., Globalization and the commodification of science. In M. Muchie, & X. Li (Eds. ), Globalization, inequality and the commodification of life and well-being, London: Adonis & Abbey, 2006, pp.42-72.
Bell B., Gilbert J., Teacher development: A model from science education. London: Falmer Press, (1996).
Bencze J. L., Alsop S., Bowen G. M., Journal of Activist Science and Technology Education 1(2) (2009) 78-112.
Berland L. K., McNeill K. J., Science Education 94(5) (2010) 765-793.
Berry L., Loughran J., van Driel J. H., International Journal of Science Education 30(10) (2008) 1271-1279.
Birdsall S., Australian Journal of Environmental Education 26 (2010) 65-84.
Braund M., Reiss M. (Eds. ), Learning science outside the classroom, London: RoutledgeFalmer, (2004).
Carter L., Journal of Activist Science & Technology Education 1(1) (2009) 57-60.
Cheek D. W., Think constructively about science, technology, ands society education. Albany, NY: State University of New York Press, (1992).
Cobern W., Science & Education 4(3) (1995) 287-302.
Glod M., U.S. Teens Trail Peers Around World on Math-Science Test. The Washington Post, Wednesday, December 5, 2007. Retrieved from http: /www. washingtonpost. com/wp- dyn/content/article/2007/12/04/AR2007120400730. html.
Gundle-Krieg D., US students rank 11th in Science, 9th in Math: should we go back to basics? Education Examiner, February 25, 2009. Retrieved from http: /www. examiner. com/education-in-national/us-students-rank-11th-science-9thmath-should-we-go-back-to-basics.
Hodson D., Looking to the Future: Building a Curriculum for Social Activism, Rotterdam, The Netherlands: Sense Publishers, (2011).
Hodson D., International Journal of Science Education 25(6) (2003) 645-670.
Paulson A., New report ranks U.S. teens 29th in science worldwide: Why this information could be a useful tool in improving science education. The Christian Science Monitor, December 5, 2007. Retrieved from http: /www. csmonitor. com/2007/1205/p02s01-usgn. html.
Ratcliffe M., Pedagogical content knowledge for teaching concepts of the nature of science, 2011. Retrieved from www. mennta. hi. is/malthing_radstefnur/symposium9/.. /nfsun9_submission_5. doc.
Thomas G., Durant J., Why should we promote the public understanding of science? In M. Shortland (Ed. ), Scientific literacy papers, 1987, pp.1-14.
 D. Song, A. Karimi, P. Kim, "A Remotely Operated Science Experiment framework for under-resourced schools", Interactive Learning Environments, Vol. 24, p. 1706, 2016DOI: https://doi.org/10.1080/10494820.2015.1041407
 C. Guo, M. Chiu, Science Education Research and Practice in Asia, p. 175, 2016DOI: https://doi.org/10.1007/978-981-10-0847-4_10
 N. Edwards, L. Le Grange, "The use of inquiry-based science teaching to promote students’ conceptual understanding of direct current electricity", Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie, Vol. 36, 2017DOI: https://doi.org/10.4102/satnt.v36i1.1427
 L. Xu, B. Huang, G. Wu, "Mapping science communication scholarship in China: Content analysis on breadth, depth and agenda of published research", Public Understanding of Science, Vol. 24, p. 897, 2015DOI: https://doi.org/10.1177/0963662515600966
 P. Zervas, D. Sampson, Authentic Learning Through Advances in Technologies, p. 91, 2018DOI: https://doi.org/10.1007/978-981-10-5930-8_7
 E. Čipková, Š. Karolčík, K. Sládková, K. Ušáková, "What is the level of scientific literacy among geography students studying bachelor's studies in natural sciences?", International Research in Geographical and Environmental Education, p. 1, 2017DOI: https://doi.org/10.1080/10382046.2017.1389044
 A. Patterson, D. Roman, M. Friend, J. Osborne, B. Donovan, "Reading for meaning: The foundational knowledge every teacher of science should have", International Journal of Science Education, Vol. 40, p. 291, 2018DOI: https://doi.org/10.1080/09500693.2017.1416205
 D. Geelan, The Palgrave Handbook of Global Citizenship and Education, p. 507, 2018DOI: https://doi.org/10.1057/978-1-137-59733-5_32
 E. Hebets, M. Welch-Lazoritz, P. Tisdale, T. Wonch Hill, "Eight-Legged Encounters—Arachnids, Volunteers, and Art help to Bridge the Gap between Informal and Formal Science Learning", Insects, Vol. 9, p. 27, 2018DOI: https://doi.org/10.3390/insects9010027