Kattmann, U. (ed.). (2019 ff). New ways into biology. Books for learners at secondary levels I and II. Hanover: Friedrich:
- Meister, J., Trier, U. & Upmeier zu Belzen, A. (2021). Understanding with models. Original - theory - modelling. Book for learners at lower secondary level. Hanover: Friedrich.
- Maier, A. (2021). Perception. Stimulus - excitation - reaction. Book for learners at upper secondary level. Hanover: Friedrich.
- Kattmann, U (2019). Energy utilisation by organisms. Cell respiration - photosynthesis - entropy. Book for learners at upper secondary level Seelze: Friedrich.
- Tramowsky, N., Groß, J. & Paul, J. (2019). Living with animals. Responsibility - animal husbandry - meat consumption. Book for learners at lower secondary level. Seelze: Friedrich.
- Kattmann, U. (2019). Natural history of vertebrates. Diversity - descent - relationship. Book for learners at lower secondary level. Hanover: Friedrich.
- Langlet, J. (2019). Scientific knowledge. Explain - Understand - Judge. Book for learners at upper secondary level. Hanover: Friedrich.

Textbooks

Editions of the didactics of biology:
Gropengießer, H, Harms, U. &. Kattmann, U. (Eds.). (2013). Biology didactics. Biology didactics founded by Dieter Eschenhagen, Ulrich Kattmann and Dieter Rodi. 9th completely revised ed. Hallbergmoos: Aulis (12th ed. 2020, Hanover: Aulis bei Friedrich).
Gropengießer, H &. Kattmann, U. (Eds.). (2006). Didactics of biology. Biology didactics founded by Dieter Eschenhagen, Ulrich Kattmann and Dieter Rodi. 7th completely revised ed. Cologne: Aulis [8th revised edition 2008].
Eschenhagen, D., Kattmann, U. & Rodi, D. (1985). Didactics of biology. Cologne: Aulis.

Gropengießer, H., Kattmann, U. & Krüger, D. (2010). Biology didacticsin overviews. Hallbergmoos: Aulis (4th ed. 2019, Seelze: Aulis bei Friedrich).

Monographs/collected volumes

Eisner, B., Kattmann, U., Kremer, M., Langlet, J., Plappert, D. & Ralle, B. (2019). Common Framework of Reference for Science (GeRRN). Minimum standards for science-related education. Neuss: Klaus Seeberber (3rd revised edition).
Eisner, B., Kattmann, U., Kremer, M., Langlet, J., Plappert, D. & Ralle, B. (2019). Common framework of reference for the natural sciences (GeRRN). Common framework of reference for the natural sciences (CoFReNS). A suggestion as to what scientific education should be like today. Neuss: Klaus Seeberber (3rd edition).
Kattmann, U. (ed.). (2017). Teaching biology with everyday ideas. Didactic reconstruction in teaching units. Seelze: Kallmeyer in conjunction with Klett (2nd edition 2019).
Kattmann, U. (2017). The fig leaf and the sexuality of the living. Stories from biology didactics. Norderstedt: BoD.
Kattmann, U. (2015). Understanding pupils better. Everyday ideas in biology lessons. Hallbergmoos: Aulis (2nd ed. 2016).
Rauch, F., Kattmann, U. & Raditz, F. (Eds.) (2005). Researching together - learning together. Innsbruck: Studienverlag.
Kattmann, U. (1977). Reference point man. Foundations of a human-centred structuring of biology lessons. Cologne: Aulis (2nd ed. 1980).
Kattmann, U. & Isensee, W. (Eds.). (1975). Structures of biology teaching. Cologne: Aulis (2nd ed. 1977).

Kattmann, U. (2021). Teaching for life. Reflections of a biology didactician on teaching and research. PFLB - PraxisForschungLeherer*innenBildung, 3(5), 102-112.
Eisner, B., Kattmann, U., Kremer, M., Langlet, J., Plappert, D. & Ralle, B. (2017). Strengthening education: changing science education. MNU Journal, 21 (3), 148-152.
Kattmann, U. (2016). Energy and entropy - central concepts for biological education. In U. Gebhard & M. Hammann (Eds.), Lehr- und Lernforschung in der Biologiedidaktik. Volume 7 (pp. 133-148). Innsbruck: Studienverlag.
Kattmann, U. (2015). The tendency to make mistakes and how to learn with them. Seminar, 21 (4), 84-95.
Kattmann, U. (2015). Recognising obstacles to learning, seizing learning opportunities. Dealing with everyday ideas in biology lessons. In U. Kattmann (ed.), Understanding pupils better. Everyday ideas in biology lessons (pp. 11-21). Hallbergmoos: Aulis.
Duit, R., Gropengießer, H., Kattmann, U., Komorek, M., & Parchmann, I. (2012). The Model of Educational Reconstruction - a framework for improving teaching and learning science. In D. Jorde & J. Dillon (Eds.), Science education research in Europe (pp. 13-37). Rotterdam: Sense Publishers.
Harms, U. & Kattmann, U. (2010). Nauczanie biologii w niemczech - tendenncje i punkty ciezkosci, Edukacja Biologizna i Srodowiskowa, 36, (4), 26-40.
Kattmann, U. (2009). Natural science is part of human culture. On rationality in the natural sciences and its relationship to education. In G. Schaefer (Ed.), Non-educated education? (S. 129-136). Frankfurt/M: Peter Lang.
Kattmann, U. (2009). Didaktiká rekonstrukce: ucitelské vzdeláváni a reflexe vyuky. In T. Janík a col. (Eds.), Moznosti rozvíjeni didakttickúch znalostí obsahu u budoucích ucitelu (pp. 17-31). Brno: Paido.
Gropengießer, H. & Kattmann, U. (2009). Didactic reconstruction - steps on the way to good teaching. In B. Moscher, R. Hinz & V. Wendt (Eds.), Professionalising teaching. School development in practice (pp. 159-164). Berlin: Cornelsen Scriptor.
Reinfried, S., Mathis, C. & Kattmann, U. (2009). The model of didactic reconstruction - an innovative method for the didactic research and development of teaching. Beiträge zur Lehrerbildung, 27 (3), 404-414.
Komorek, M. & Kattmann, U. (2008). The Model of Educational Reconstruction. In S. Mikelskis-Seifert, U. Ringelband & M. Brückmann (Eds.), Four decades of research in science education - from curriculum development to quality improvement (pp.171-188). Münster: Waxmann.
Dijk, E. M. van & Kattmann, U. (2008). Biology teaching from a natural history perspective. On the reform at secondary level I. Part I: Basics. Part II: Implementation. Der mathematische und naturwissenschaftliche Unterricht, 61 (1), 12-15; (2), 107-114 [reprint (2009) Der mathematische und naturwissenschaftliche Unterricht, 62 (1) special issue Evolution, 56-66].
Kattmann, U. (2007). Old ideas and new knowledge - Or: Why (re)learning is so difficult. Engagement. Zeitschrift für Erziehung und Schule, (1), 57-66
[edited reprints:
- (2007). Everyday ideas and specialised knowledge - or: Why (re)learning is so difficult. Seminar - Teacher Education and School, 13, 9-21; (2009).
- (2007). Education through 'reconstruction'. In G. Schaefer (ed.), Non-educated education? School in search of meaning (pp. 215-230). Frankfurt/M.: Peter Lang].
Kattmann, U. (2007). Didactic reconstruction - a practical theory. In D. Krüger & H. Vogt (Eds.), Theories in biolgiedidactic research (pp. 93-104). Berlin, Heidelberg: Springer.
Dijk, E. M. van & Kattmann, U. (2006). A research model for the study of science teachers' PCK and improving teacher education. Teaching and Teacher Education, 22, 885-897.
Duit, R., Gropengießer, H. & Kattmann, U. (2005). Towards science education research that is relevant for improving practice: The Model of educational reconstruction. In H. E. Fischer (Ed.), Developing standards in research on science education. The ESERA Summer School 2004 (pp. 1-9). London: Taylor & Francis.
Kattmann, U. (2005). What do schools and science have to negotiate with each other on the subject of "cultural landscape"? - Problems of knowledge transfer and the didactic reconstruction of learning opportunities. In F. Radits, F. Rauch & U. Kattmann (Eds.), Gemeinsam Forschen - Gemeinsam Lernen (pp. 55-69). Innsbruck: Studienverlag.
Kattmann, U. (2005). Learning with anthropomorphic ideas? - Results of studies on didactic reconstruction in biology. Zeitschrift für Didaktik der Naturwissenschaften, 11, 165-174.
[Reprint: (2007) Biologie Lernen mit anthropomorphen Vorstellungen? In: H. Vogt & A, Upmeier zu Belzen (Eds.), Bildungsstandards -Kompetenzerwerb (pp. 49-65). Aachen: Shaker.
English: (2008). Learning biology by means of anthropomophic conceptions? In: M. Hammann, M. Reiss, C. Boulter & S. D. Tunnicliffe (Eds.), Biology in context (pp. 7-17). London: Institute of Education].
Kattmann, U. (2004). Lesson reflection in the context of didactic reconstruction. Seminar Lehrerbildung und Schule, 10 (3), 40-49.
Harms, U., Mayer, J., Hammann, M. Bayrhuber, H. & Kattmann, U. (2004). Core curriculum and standards for biology teaching in the upper secondary school. In H.-E. Tenorth (Ed.), Kerncurriculum Oberstufe (pp. 22-84). Weinheim and Basel: Beltz [abridged extract: Mayer, J., Harms, U., Hammann, M. Bayrhuber, H. & Kattmann, U. (2004). Core curriculum for biology in the upper secondary school. Mathematics and science education, 57 (3), 166-173].
Kattmann, U. (2003). From leaf to planet. Scientific literacy and cumulative learning in biology lessons and beyond. In B. Moschner, H. Kiper & U. Kattmann (Eds.), PISA 2000 as a challenge (pp. 115-137). Baltmannsweiler: Schneider Hohengehren. [Abstract: In A. Bauer et al. (Eds.), Development of knowledge and competences (pp. 99-102). Kiel: IPN].
Jelemenská, P., Sander, E. & Kattmann, U. (2003). Model didaktickej rekonstrukcie. Impulz pre vyskum v odborovych didaktikách. Pedagogika, 53, 190-201.
Kattmann, U. (2003). Biology and evil. In J. Heumann (Ed.), Beyond good and evil. On the responsibility of science and religion (pp. 82-90). Oldenburg: Didactic Centre of the University.
Kattmann, U. (2001). Not just smoke and mirrors - dealing with names in biology lessons. Berichte aus dem Institut für Biologiedidaktik, 10, 87-98.
Kattmann, U. (2001). What do school and science have to negotiate with each other? UMILE Newsletter, (1), 6-8.
Kattmann, U. (2000). Learning motivation and interest in biology lessons. In Bayrhuber, H. & Unterbruner, U. (Eds.), Teaching and learning in biology lessons (pp.13-31). Innsbruck: Studienverlag.
Kattmann, U. (1999). Biology 2000 - between past and future. Unterricht Biologie, 23 (250), 4-12.
Kattmann, U., Duit, R. & Gropengießer, H. (1998). Educational Reconstruction - Bringing together issues of scientific clarification and students' conceptions. In H. Bayrhuber & F. Brinkman (Eds.), What - Why - How? Research in Didactics of Biology (pp. 253-262). Kiel: IPN.
Kattmann, U. (1997). Testing and assessment in biology lessons. Unterricht Biologie, 21 (230), 4-13.
Kattmann, U., Duit, R., Gropengießer, H. & Komorek, M. (1997). The Didactic Reconstruction Model - A framework for science didactic research and development. Zeitschrift für Didaktik der Naturwissenschaften, 3 (3), 3-18.
Kattmann, U. (1997). Man in nature. The dual role of humans as a key to animal and environmental ethics. Ethics and Social Sciences, 8 (2), 123-131.
Kattmann, U. (1997). Perceiving the dual role of humans. Ethics and Social Sciences, 8 (2), 186-194.
Kattmann, U. & Gropengießer, H. (1996). Modelling the didactic reconstruction. In R. Duit & C. von Rhöneck (Eds.), Learning in the natural sciences (pp. 180-204). Kiel: IPN.
Kattmann, U. (1995). Ethical questions of education in environmental protection at school and during teacher training. In J. Köhn & U. Schiewer (Eds.), The future of the Baltic Sea (pp. 257-269). Marburg: Metropolis.
Kattmann, U. (1995). Conception of a natural history biology lesson: How evolution makes sense. Zeitschrift für Didaktik der Naturwissenschaften, 1 (1), 29-42.
Kattmann, U. (1994). From blind spot to guide - evolutionary biology in the classroom. In L. Jäkel, M. Schallies, J. Venter & U. Zimmermann (Eds.), Der Wandel im Lehren und Lernen von Mathematik und Naturwissenschaften, Vol. II: Naturwissenschaften (pp. 45-55). Weinheim: German Studien Verlag.
Gropengießer, H. & Kattmann, U. (1994). Teaching for life. Biologie in der Schule, 43 (5), 321-328.
Kattmann, U. (1994). Why biology didactics? Possibilities of a practical science. In U. Kattmann (Ed.), Biologiedidaktik in der Praxis (pp. 9-23). Oldenburg/Cologne: Centre for Pedagogical Professional Practice at the University/Aulis.
Kattmann, U. (1993). Learning names, terms and concepts - the basics of biological terminology using the example of "cell theory". Der mathematische und naturwissenschaftliche Unterricht, 46 (4), 275-285.
Kattmann, U. (1993). Biological aspects in science teaching. In D. Richter (Ed.), Grundlagen des Sachunterrichts (pp. 127-134). Oldenburg: Centre for Pedagogical Professional Practice at the University.
Kattmann, U. (1992). The power of names - what is learnt with biological terms. In H. Entrich, & L. Staeck (Eds.), Language and understanding in the biology classroom (pp. 91-101). Alsbach: Leuchtturm.
Kattmann, U. (1992). Original works as sources of didactic reconstruction. Unterricht Biologie, 16 (174), 46-49.
Kattmann, U. (1991). Teaching biology and ethics. In R. Meyer (Ed.), Bioethics in education (pp. 38-51). Münster: Lit.
Gropengießer, H. & Kattmann, U. (1991). Biology education 2000. Thoughts for the future. Biologie heute, (385), 1-4 [reprint: (1995). The future of biology teaching at the end of this millennium. In P. Buck & E.-M. Kranich (Eds.), In search of the experiential context (pp. 218-224). Weinheim/Basel: Beltz].
Kattmann, U. (1991). The dialectic of language and concept in biology teaching. In W.-D. Lepel & U. Kattmann (Eds.), Sprache, Begriffe und Gesetze in der Biologiedidaktik (pp. 13-24). Oldenburg: Centre for Pedagogical Professional Practice at the University. [Offprint: (1992). Language and concepts in biology teaching. Biologie in der Schule, 41 (6), 201-205].
Kattmann, U. (1988). Human-centred structuring of biology lessons - a biology methodological concept. In E. Zabel (Ed.), Selection of papers from the III Symposium on the Methodology of Biology Teaching (pp. 93-104). [Berlin:] Biological Society of the GDR, School Biology Section.
Kattmann, U. (1988). Biology teaching and ethics. In R. Hedewig, & W. Stichmann (Eds.), Biology education and ethics (pp. 47-62). Cologne: Aulis.
Kattmann, U. (1984). History in the biology classroom. Unterricht Biologie, 8 (100), 2-13.
Kattmann, U. (1983). The value and disvalue of empirical studies for the improvement of biology teaching. Unterricht Biologie, 7 (85), 41-43.
Beyer, L., Kattmann, U. & Meffert, A. (eds.). (1982). Biology and society. Teaching Biology, 6 (72/73). Seelze: Friedrich.
Kattmann, U. (1980). Biology didactics - applied biology or applied didactics? In D. Rodi, & E. W. Bauer (Eds.), Biologiedidaktik als Wissenschaft (pp. 97-111). Cologne: Aulis. [Polish: (1983). Dydaktyka biologii jako stosowana biologia czy stosowana dydaktyka? In Piasecka, J. (Ed.), Dydaktika biologii jako predmiot studiów wyszych (pp. 36-41). Lublin].
Kattmann, U. (1980). Dydaktyka i nauczanie biologii w RFN. Biologia w Szkole, 168, 118-120.
Kattmann, U. (1980). Foreign impulses for the development of biology teaching. Unterricht Biologie, 4 (48/49), 84-87.
Kattmann, U. (1978). Human-centred biology teaching. Westermanns Pädagogische Beiträge, 30, 272-278.
Kattmann, U. (1978). Structuring approaches for biology teaching and curriculum development. Mitteilungen des Verbandes Deutscher Biologen, (250), 1167-1172 [Supplement to Naturwissenschaftliche Rundschau, 31 (11)].
Kattmann, U. (1978). The science of the history of the biosphere. Der mathematische und naturwissenschaftliche Unterricht, 31, 459-464.
Kattmann, U. (1978). Biosphere and man. In E. Busche, B. Marquardt, & M. Maurer (Eds.), Nature at school (pp. 263-283). Reinbek: Rowohlt.
Kattmann, U. & Schaefer, G. (1976). New approaches to restructuring school biology. Journal of Biology Education, 10, 139-147.
Schaefer, G. & Kattmann, U. (1976). IPN unit bank biology - a new type of biology curriculum. Journal of Biology Education, 10, 242-248.
Eulefeld, G., Kattmann, U. & Schaefer, G. (1975). Extension and interpretation of traditionally prescribed learning material through new teaching units using the example of the subject of biology. In K. Frey, et al, (Eds.), Curriculum Handbook (pp. 302-308). Munich: Piper.
Kattmann, U. & Schaefer, G. (1974). The IPN biology unit bank. Introductory explanations. In IPN Einheitbank Curriculum Biologie (Lehrerhefte 1974-1978) (pp. 6-29). Cologne: Aulis.
Kattmann, U. (1971). Development of biology curricula at the IPN Kiel. Mathematics and Science Teaching, 24 (2), 114-117.

Messig, D., Groß, J. & Kattmann, U. (2018). Understanding photosynthesis - didactic reconstruction of plant nutrition. In M. Hamman and M. Lindner (Eds.), Teaching and learning research in biology didactics. Volume 8 (31-47). Innsbruck: Studienverlag.
Kizil. A. & Kattmann, U. (2013). A new design for experimentation: An empirical investigation. In M. Komorek & S. Prediger (Eds.), Der lange Weg zum Unterrichtsdesign - Zur Begründung und Umsetzung genuin fachdidaktischer Forschungs- und Entwicklungsprogramme (pp. 189-204). Münster: Waxmann.
Kizil. A. & Kattmann, U. (2013). From effect to realisation. An empirical study on experimentation. Der mathematische und naturwissenschaftliche Unterricht, 67 (8), 307-312.
Kattmann, U. (2013). Model of Educational Reconstruction - framework for research in science education. In K. Potyrala & E. Rozej-Pabian (Eds.), Science society didactics (pp. 207-227). Kraków: Uniwersytet Pedagogizny.
Kattmann, U. (2012). The model of educational reconstruction in teaching science. Edukacja, 43(3), 34-45.
Baalmann, W., Frerichs, V., Gropengießer, H. & Kattmann, U. (1999). The model of didactic reconstruction. Investigations in the areas of "genetics" and "evolution". In R. Duit & J. Mayer (Eds.), Studien zur naturwissenschaftwissenschaftdidaktischen Lern- und Interessenforschung (pp. 82-92). Kiel: IPN.
Baalmann, W., Frerichs, V. & Kattmann, U. (1999). How the Gorillas became dark - Research in students' conceptions leads to a rearrangement of teaching genetics and evolution. In O. De Jong, K. Kortland, A. J. Waarlo & J. Buddingh (Eds.), Bridging the gap between theory and practice: What research says to the science teacher, Proceedings of the 1998 International Summer Symposium Utrecht University, The Netherlands (pp. 171-189). Hong Kong: ICASE.
Gropengießer, H. & Kattmann, U. (1993). Didactic reconstruction of central biological concepts using the example of "seeing". In H. Kühnemund, & D. Frey (Eds.), Lebenswirklichkeit und Wissenschaft I, Erfahrungen - Wirklichkeiten - Erkenntniswege, DIFF Arbeitsberichte 15 (pp. 60-65). Tübingen: German Institute for Distance Studies. [Abridged reprint: (1994). Concepts of visual perception. Pupils' ideas about seeing. In H. Bayrhuber et al. (Eds.), Interdisciplinary topics and projects in biology teaching (pp. 246-250). Kiel: IPN].
Kattmann, U., Jungwirth, E. & Witte, D. (1988). Observing logical structures in biology lessons. Unterricht Biologie, 12 (139), 42-46.
Kattmann, U. (1985). Ocena efektywnych komponent w nauczaniu biologii. In S. Freilak, B. Koszewska & K. Wronska, (Ed.), Ogalnopolskie seminarium dydaktyki biologii w Przemyslu (pp. 164-178). Warszawa.
Kattmann,U. (1997-2009). (Ed.). Contributions to Didactic Reconstruction. Oldenburg: Didactic Centre of the University. biological title):
- Gropengießer, H. (1997). Didactic reconstruction of seeing. Scientific theories and the pupils' view in the perspective of teaching. Beiträge zur Didaktischen Rekonstruktion, 1. (2nd ed. 2007)
- Gropengießer, H. (2003).Wie man Vorstellungen der Lerner verstehen kann. Lifeworlds, worlds of thought, worlds of speech. Contributions to Didactic Reconstruction, 4th (2nd ed. 2006).
(Since 2005 co-edited with B. Moschner and I. Parchmann):
- Riemeier, T. (2005). Understanding biology: The cell theory. Beiträge zur Didaktischen Rekonstruktion, 7.
- Jelemenská, P. (2006). Biologie verstehen: ökologische Einheiten. Contributions to Didactic Reconstruction, 12.
- Weitzel, H. (2006). Understanding biology: Ideas about adaptation. Contributions to Didactic Reconstruction, 15.
- Groß, J. (2007). Understanding biology: Wirkungen außerschulischer Lernangebote. Beiträge zur Didaktischen Rekonstruktion, 16.
- Hörsch, C. (2007). Understanding biology: Microorganisms and microbial processes in humans. Contributions to Didactic Reconstruction, 19.
- Rutke, U. (2007). Origin and development of human life. On sex education in primary school. Contributions to Didactic Reconstruction, 20.
- Sundermeier, S. (2009). The process of sensory perception. Historical didactic reconstruction and development of an interdisciplinary learning environment. Contributions to Didactic Reconstruction, 22.
- Van Dijk, E. M. (2009). Teaching Evolution. A Study of Teachers`Pedagogical Content Knowledge. Contributions to Didactic Reconstruction, 23.
- Zabel, J. (2009). Understanding biology: The role of narration in understanding the theory of evolution. Contributions to Didactic Reconstruction, 24.

Kattmann, U. (ed.). (2017). Teaching with everyday ideas. Didactic reconstruction in teaching units. Seelze: Klett/Kallmeyer. (2nd edition 2019)

Kattmann, U. (2022). Understanding pupils better: Everyday ideas in biology lessons. Hanover: Aulis bei Friedrich; 2nd updated ed. (1st ed. Aulis 2015, new edition 2016).

Kattmann, U. (2007). Biology learning with everyday ideas. Teaching Biology Compact, 31(329).

Kattmann, U. (editor). (2012). Insights 3 Biology. Teacher's volume. Stuttgart: Klett

Eschenhagen, D., Kattmann, U. & Rodi, D. (Eds.). (1989-1999) Handbuch des Biologieunterrichts Sekundarbereich I. Cologne: Aulis.
Volume 1 (1989): The phenomenon of diversity.
Volume 2 (1992): Life forms and relationships.
Volume 3 (1995): Metabolism.
Volume 4 (1996): Sensory functions, information processing, behaviour.
Volume 5 (1993): Sexuality, Reproduction, Development.
Volume 6 (1999): Heredity.
Volume 7 (1998): Evolution. [Special edition: Evolution in the classroom].
Volume 8 (1991): Environment. [Special edition: Environment in the classroom].

Kattmann, U. & Rüther, F. (Eds.). (1991-1994) Material volumes. Characteristics of the living. [4 volumes]. Stuttgart: Metzler.
Kattmann, U., Palm, W. & Rüther, F. (Eds.). (1975 ff.). Teachers' handbooks. Characteristics of the living. [4 volumes]. Düsseldorf/Braunschweig: Vieweg. [Reprints and country editions (1979 ff.). Stuttgart: Metzler].

Dulitz, B. & Kattmann, U. (1990). Bioethics. Case studies for the classroom. Stuttgart: Metzler.

Kattmann, U. (1972). Biology and religion. Lesson plans in the overlapping field. Stuttgart, Munich: Calwer, Kösel.

Kattmann, U. (1997). Evaluating questions instead of correcting answers. Unterricht Biologie, 21 (230), 52 f.
Kattmann, U. (ed.). (1984). Historical aspects of biology. Der Biologieunterricht, 20 (4).
Beyer, L., Kattmann, U. & Meffert, A. (1980). Methodological problems in the study of primitive peoples. Teaching model for upper secondary level. Unterricht Biologie, 4 (44), 36-40.
Kattmann, U. (1971). Treatment of borderline questions of philosophy in biology lessons. Der mathematische und naturwissenschaftliche Unterricht, 24 (5), 261-268; (6), 335-342.