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Niklas Gericke

Professor in Science education

Sweden

Research Interests

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About

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.

Articles (40)

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Collaborators (33)

Mikael Rydin

Lecturer

Örebro university

SWEDEN

Niklas Gericke

Research Interests

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Articles (40)

The Photosynthesis Literacy Framework – Updating Educational Perspectives on Photosynthesis Education

Identifying Preservice Science Teachers’ Approaches to Teaching Climate Change in the Science Classroom – Strengths and Limitations

A systematic review of self-assessment scales on action competence in environmental and sustainability education: current limitations and development opportunities

What Does It Take? A Cross‐National Study Exploring Drivers for Willingness to Engage in Effortful Climate Action

Implementing education for sustainability in preschool: Teaching strategies and learning environments

Unpacking Climate Literacy in Science Education: What Explains Students' Willingness to Engage in Climate Action?

Teaching infectious diseases during and in the aftermath of the COVID-19 pandemic – middle school teachers’ choice of content and instructional approaches

How can students learn about photosynthesis? The outcomes of a teaching design based on the Photosynthesis Literacy Framework

Pre-service teachers and climate change education: a belief-intention gap yet to be bridged

Analogy competence for science teachers

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

Areas of tension in teaching climate change – conflicts between Swedish preservice science teachers’ beliefs

Teaching for photosynthesis literacy: an education design research study

The effectiveness of the action competence teaching approach in biodiversity education – taking Actions for Insects

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 (33)

Mikael Rydin

Andrea Möller

Leena Maria Heikkola

Dave Goulson

Anette Forssten Seiser

Marie-Christine P.J. Knippels

Alexander Georg Büssing

Martin Stolare

Nina Christenson

Birgitta Mc Ewen

Pedro Reis

Nina Kilbrink

Peter Pany

Brian Hudson

Per Högström

Zongyi Deng

Arthur Chapman

Daniel Olsson

Stina Eriksson

Minna Maijala

Konrad Schönborn

David Olsson

Emma NEWALL

Ute Harms

Judi Rose

Sirpa Tani

John Piccolo

Jelle Boeve-de Pauw

Jesper Haglund

Maarit Mutta

Anders Ohlsson

Susanne Walan

Christina Olin-Scheller