Niklas Gericke

Professor in Science education

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Sweden

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Professor Niklas Gericke is a faculty member at Niklas Gericke in Sweden. His research focuses on science education, particularly in relation to sustainability, curriculum development, and educational design. Recent publications include studies on teachers' approaches to sustainability in education and the integration of epigenetics in secondary school classrooms.

Niklas Gericke

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Articles (27)

Teachers' descriptions of education for sustainability at eco-certified and non-eco-certified preschools: A comparative study

Student perspectives on quality education at their school: toward a valid and reliable questionnaire to monitor quality education for sustainability teaching (QUEST-Q)

A quality education for sustainability teaching (QUEST) framework: Advancing action competence in sustainability education

Introducing Epigenetics Into Secondary School Classrooms—An Educational Design Study

A framework for curricular analysis of powerful knowledge: comparing school biology in England, Finland and Sweden

Powerful knowledge, school subjects and the curriculum: an international and comparative perspective

The role of ESD facilitators in bringing about change in schools

The Challenge of Changing a Genetics Deterministic Teaching Tradition – Teachers' Views on Including Epigenetics in the Genetics Curriculum

Principals’ views and reported actions on sustainability from a whole school approach perspective: a comparative study of eco- and non-eco-certified preschools in Sweden

Metaphors on Protein Synthesis in Swedish Upper Secondary Chemistry and Biology Textbooks – A Double-Edged Sword

Education for sustainability in preschool: Swedish preschool teachers’ perspectives

Investigating students’ meaning-making of multiple visual representations of epigenetics at different levels of biological organisation

Reconceptualizing open schooling: towards a multidimensional model of school openness

Teaching Socioscientific Issues: A Systematic Review

A research instrument to monitor people's competence to sustain insect biodiversity: the Self-Perceived Action Competence for Insect Conservation scale (SPACIC)

“Bacteria are not viruses; viruses are more malicious” - young pupils’ understanding of bacteria and viruses in the aftermath of COVID-19

A systematic review of research on laboratory work in secondary school

Sustaining insect biodiversity through Action Competence — An educational framework for transformational change

Teach to use CAD or through using CAD: An interview study with technology teachers

Developing school leading guidelines facilitating a whole school approach to education for sustainable development

Trajectories of powerful knowledge and epistemic quality: analysing the transformations from disciplines across school subjects

Defining epigenetic literacy: How to integrate epigenetics into the biology curriculum

Conceptualising transformative language teaching for sustainability and why it is needed

Cough, sneeze, pass it on – pupils’ understanding of infectious diseases in the aftermath of COVID-19

Hands-on learning with 3D-printed flower models

Between Democratic Ideals and Local Conditions: Elementary School Teachers’ Narratives of Progressive Teaching in Sweden in the 1940s

Teachers’ self-efficacy and role when teaching STEM in high-tech informal learning environments

Collaborators (22)

Leena Maria Heikkola

Dave Goulson

Anette Forssten Seiser

Marie-Christine P.J. Knippels

Martin Stolare

Birgitta Mc Ewen

Pedro Reis

Nina Kilbrink

Brian Hudson

Per Högström

Daniel Olsson

Minna Maijala

Konrad Schönborn

Emma NEWALL

Judi Rose

Sirpa Tani

John Piccolo

Jelle Boeve-de Pauw

Jesper Haglund

Maarit Mutta

Susanne Walan

Christina Olin-Scheller

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