1
Nahalka István: Irányzatok a természettudományos nevelés II. világháború utáni fejlődésében. Új Pedagógiai Szemle, 1993. 1. sz.
2
L. C. Comber – John P. Keeves: Science Education in Nineteen Countries. International Studies in Evaluation. Stockholm, 1973.
3
Elspeth Crawford: Michael Faraday on the Learning of Science and Attitudes of Mind. Science and Education, 1998, March.
4
Peter Machamer: Philosophy of Science: An Overview for Educator. In Science and Education, 1998, January.
5
Lásd L. C. Comber – John P. Keeves: i. m.
6
William F. McComas – Hiya Almazroa – Michael P. Clough: The Nature of Science in Scientific Education. Science and Education, 1998. November.
7
1990: Benchmarks for Scientific Literature, illetve 1993: National Education Standards.
8
Barbara J. Becker: Making Scientific Concepts Come Alive. Science and Education, 2000. May.
9
J. S. R. Goodleed: Science for Non-scientists. An examination of objectives and constraints in the presentation of sciences to non-specialists. Oxford University Press, 1973.
10
Brian P. Coppola – Douglas S. Daniels: Formal Education and the Dis-integrated world. Science and Education, 1998. January.
11
Mansoor Niaz: How important are the Laws of Definite and Multiple Proportion in Chemistry. Science and Education, 2001. July.
12
Struan Jacobs: Michael Polanyi on the Education and Knowledge of Scientists. Science and Education, 2000. May.
13
Jean-Pierre Astolfi – Michel Develay: La didactique des Sciences. Press Universitaire de France 1989, Serie: „Que sais-je?”
14
Hsingchi A. Wang – William H. Schmidt: Results from the Third International Mathematics and Science Study. Science and Education, 2001. July.
15
Nahum Kipmin: Scientific Controversies in Teaching Science. Science and Education, 2001. 1–2.
16
Peter Machamer: Philosophy of Science: An Overwiew for Educators. Science and Education, 1998. January.
17
Hugh Lacey: The Control of Nature. Science and Education, 1999. January.
18
Falk Riess: Problems with German Scientific Education. Science and Education, 2001. July.
19
Pl. Falk Riess: i. m.
20
Chrappán Magdolna: A diszciplináris tárgyaktól az integrált tárgyakig. Új Pedagógiai Szemle, 1998. 12. sz. Nahalka István: i. m.
21
Hanne Andersen: Learning by Ostension; Thomas Khun and Science Education. Science and Education, 2000. January.
22
Anna Binnie: Using the History of Electricity and Magnetism to Enhance Teaching. Science and Education, 2001. May.
23
Michael N. Fried: Can Mathematics Education and History of Mathematics Coexist? Science and Education, 2001. July.
24
Fritz Kubli: Historical Aspects in Physics Teaching. Science and Education, 1999. March.
25
L. Maura C. Flannary – Robert Hendrick: i. m.
26
L. William F. McComas – Hiya Almazzoa – Michael P. Clough: i. m.
27
Douglas Allchin: Values in Science Education. An Educational Perspective. Science and Education, 1999. January.
28
European Physical Society Interdivisional Conference, Bratislava, 1996. Lásd Science and Education, 1998. May.
29
J. S. R. Goodlad: i. m.
30
Falk Riess: Problems with German Scientific Education. Science and Education, 2000. July.
31
L. C. Comber – John P. Keeves: i. m.
32
L. Fritz Kubli: i. m.
33
William F. McComas – Hiya Almazroa – Michael P. Clough: i. m.
34
Hanne Andersen: i. m.
35
Jean-Pierre Astolfa – Michel Develay: i. m.
36
Paul V. Thomsen: i. m.
37
A Sience and Education 2000. novemberi számát „Constructivism, Epistemology and Learning of Science” címmel tematikus különszámként jelentette meg.
38
Ron Good – James Shymansky: Nature of Science. Literacy in Benchmarks and Standards. Science and Education, 2000. January–March.
39
Helge Kragh: Social Constructivism. Science and Education, 1998. May.