- Aikenhead, G. (1996). Science Education: Border Crossing into the Subculture of Science. Studies in Science Education 27, 1-52.
- B?e, M. V. (2012). Science choice in upper secondary school: What matters? Science Education 96, 1-20.
- Claro, M., Preiss, D., San Martín, E., Jara, I, Hinostroza, J.E., Valenzuela, S., Cortes, F. & Nussbaum, M. (2012). Assessment of 21st century ICT skills in Chile: Test design and results from high school level students. Computers & Education 59 (2012), 1042–1053.
- European Commission. (2007). Science education now: A renewed pedagogy for the future of Europe. Brussels: European Commission. Tilgjengelig fra: http://ec.europa.eu/research/science-society/document_library/pdf_06/report-rocard-on-science-education_en.pdf
- Hatlevik, Ove Edvard & Christophersen Knut-Andreas (2013). Digital competence at the beginning of upper secondary school: Identifying factors explaining digital inclusion. Computers & Education 63, (April 2013), 240–247.
- Kj?rnsli, M. & Roe, A. (red.) (2010). P? rett spor. Norske elevers kompetanse i naturfag, lesing og matematikk. Oslo, Universitetsforlaget. (Kapittel 7: Naturfag) Tilgjengelig fra: http://www.pisa.no/pdf/publikasjoner/Paa_rett_spor.pdf
- Kolst?, S.D. (2001). Scientific literacy for citizenship: Tools for dealing with the science dimension of controversial socioscientific issues. Science Education 85 (3), p. 291 – 310.
- Kolst?, S.D. (2009). Vektlegging av lesing i naturfaget – del 2. NorDiNa 5 (1), 75 – 88.
- Leach, J. and Scott, P. (2003). Individual and sociocultural views of learning in science education. Science and Education 12 (1), 91-113.
- Minner, D. D., Levy, A. J., & Century, J. (2010). Inquiry-based science instruction—what is it and does it matter? Results from a research synthesis years 1984 to 2002. Journal of Research in Science Teaching 47(4), 474–496.
- National Research Council (2012). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Committee on a Conceptual Framework for New K-12 Science Education Standards. Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.
- Norris, Stephen and Phillips, Linda (2003). How Literacy Its Fundamental sense Is Central to Scientific Literacy. Science Education 87, 224-240.
- Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education 25(9), 1049 – 1079.
- Pearson, P. D., Moje, E., and Greenleaf, C. (2010). Literacy and Science: Each in the Service of the Other. Science 328 (5977), 459-463.
- Scott, P., Mortimer, E., & Aguiar, O. (2006). The tension between authoritative and dialogic discourse: A fundamental characteristic of meaning-making interactions in high school science lessons. Science Education 90, 605–631.
- Sj?berg, S. (2010). Constructivism and learning. In Baker, E., McGaw, B. & Peterson, P. (Eds) (2010) International Encyclopaedia of Education 3rd Edition, volume 5, pp. 485-490. Oxford: Elsevier.
- Ziman, J.M. (1996). Is science losing its objectivity? Nature 382, 751 - 754.
- Ziman, J.M. (1998). Why must scientists become more ethically sensitive than they used to be? Science 282, 1813 – 1814.
- ?degaard, M. & Arnesen, N.E. (2010). Hva skjer i naturfagklasserommet? – resultater fra en videobasert klasseromsstudie; PISA+. NorDiNa 6 (1), 16 – 32.
Kurset forutsetter dessuten (og bygger p?) litteratur som er behandlet i RDID4011 (dvs. Sj?berg, S. Naturfag som allmenndannelse – en kritisk fagdidaktikk (Gyldendal Akademisk, 2009. 3. utg). I s? m?te oppfattes denne boka ogs? som pensumstoff.
Artiklene p? pensumlista er tilgjengelige gjennom Universitetsbibliotekets e-tidsskrifter og vil bli gjort tilgjengelig digitalt.