| Conflicts of interest: An indispensable element of education for sustainable development I Lundegård, PO Wickman Environmental Education Research 13 (1), 1-15, 2007 | 229 | 2007 |
| Pre-school children’s agency in learning for sustainable development C Caiman, I Lundegård Environmental Education Research 20 (4), 437-459, 2014 | 208 | 2014 |
| Utomhusdidaktik I Lundegård, PO Wickman, A Wohlin Studentlitteratur, 2004 | 135 | 2004 |
| Young children’s imagination in science education and education for sustainability C Caiman, I Lundegård Cultural Studies of Science Education 13, 687-705, 2018 | 87 | 2018 |
| Didaktik och didaktiska modeller för undervisning i naturvetenskapliga ämnen PO Wickman, K Hamza, I Lundegård NorDiNa: Nordic Studies in Science Education 14 (3), 239-249, 2018 | 85 | 2018 |
| It takes two to tango: studying how students constitute political subjects in discourses on sustainable development I Lundegård, PO Wickman Environmental Education Research 18 (2), 153-169, 2012 | 81 | 2012 |
| Teaching and discussing about risk: Seven elements of potential significance for science education L Schenk, KM Hamza, M Enghag, I Lundegård, L Arvanitis, K Haglund, ... International Journal of Science Education 41 (9), 1271-1286, 2019 | 65 | 2019 |
| På väg mot pluralism: Elever i situerade samtal kring hållbar utveckling I Lundegård HLS Förlag, 2007 | 58 | 2007 |
| Hållbar utveckling i praktiken J Öhman, L Östman, K Andersson, K Rudsberg, T Krigsman, I Lundegård Myndigheten för skolutveckling, 2004 | 53 | 2004 |
| Worry becomes hope in education for sustainable development-an action research study at a secondary school L Persson, I Lundegård, PO Wickman Utbildning & Demokrati–tidskrift för didaktik och utbildningspolitk 20 (1 …, 2011 | 49 | 2011 |
| Didactics and didactic models PO Wickman, K Hamza, I Lundegård Methodological approaches to STEM education research, 34-49, 2020 | 36 | 2020 |
| Didaktik för naturvetenskap och hållbar utveckling-Fem former av demokratiskt deltagande Education for science and Sustainable Development-Four forms of Democratic Participation. I Lundegård, C Caiman Nordic Studies in Science Education 15 (1), 38-53, 2019 | 36 | 2019 |
| Students’ qualification in environmental and sustainability education—epistemic gaps or composites of critical thinking? H Hasslöf, I Lundegård, C Malmberg International Journal of Science Education 38 (2), 259-275, 2016 | 34 | 2016 |
| ‘It’s her body’. When students’ argumentation shows displacement of content in a science classroom A Orlander Arvola, I Lundegård Research in Science Education 42, 1121-1145, 2012 | 34 | 2012 |
| Socioscientific issues in science education: An opportunity to incorporate education about risk and risk analysis? L Schenk, K Hamza, L Arvanitis, I Lundegård, A Wojcik, K Haglund Risk Analysis 41 (12), 2209-2219, 2021 | 31 | 2021 |
| Self, values and the world–Young people in dialogue on sustainable development I Lundegård Values and democracy in education for sustainable development–Contributions …, 2008 | 31 | 2008 |
| Barns meningsskapande i ett projekt om biologisk mångfald och ekologi Children’s meaning making in biodiversity and ecology C Caiman, I Lundegård Nordic Studies in Science Education 11 (1), 73-87, 2015 | 28 | 2015 |
| Identity transformation in education for sustainable development: A question of location I Lundegård, PO Wickman Scandinavian Journal of Educational Research 53 (5), 461-479, 2009 | 27 | 2009 |
| Personal authenticity and political subjectivity in student deliberation in environmental and sustainability education I Lundegård Environmental Education Research 24 (4), 581-592, 2018 | 24 | 2018 |
| Educating about radiation risks in high schools: towards improved public understanding of the complexity of low-dose radiation health effects A Wojcik, K Hamza, I Lundegård, M Enghag, K Haglund, L Arvanitis, ... Radiation and Environmental Biophysics 58, 13-20, 2019 | 20 | 2019 |
