1Bingle W. & Gaskell P. Scientific Literacy for Decision Making and the Socialconstruction of Scientific Knowledge. Science Education, 1994, 78 (2) : 185-201.
2Fuglsang L. Three Perspective in STS in the Policy Context. In Cutcliffe S. & Mitcham C. (Ed.) Visions of STS : Counter Points in Science, Technology, and Science Studies. Albany, N Y: State University of New York Press, 2001,12.
3Qualification and Curriculum Authority. The National Curriculum for England. Key Stages 14. London: Crown, 1999, 57.
4KMK. Bildungs Standards im Fach Biologie fur den Mittleren Schulabschluss. Luchterhand. 2005,54.
5Zeidler D. (Ed.) The Role of Moral Reasoning on Socioscientific Issues and Discourse in Science Education. Dordrecht: Kluwer Academic Publishers, 2003, 12, 85, 183,238.
6Simonneaux L. & Simonneaux J. Students' Socio-scientific Reasoning on Controversies from the Viewpoint of Education for Sustainable Development.Cultural Study of Science Education, 2009, 4 (5): 657-687.
7Harold B, White III, Murray V & Panar M. Senior Seminar Focusing on Societal Issues Related to Chemistry and Biochemistry. Journal of Chemical Education, 2000, 77(12): 1590-1594.
8Wessel M. Science and Conscience. New York: Columbia University Press, 1980,55.
9Sadler, T. Informal Reasoning Regarding Socioscientific Issues : A critical Review of Research. Journal of Research in Science Teaching, 2004, 41(5): 513-536.
10Tytler R, Duggan S & Gott R. Dimensions of Evidence, the Public Understanding of Science and Science Education. International Journal of Science Education, 2001, 23 (8): 815-832.
