Department of Education

Sibel Erduran

Professor of Science Education

College Affiliation: St Cross College

Sibel Erduran is Professor of Science Education and Deputy Director of Research. Prior to her appointment at Oxford, she was the Chair of STEM Education at University of Limerick, Ireland where she was the Director of EPI-STEM, National Centre for STEM Education.

She held a Distinguished Chair Professor position at National Taiwan Normal University, Taiwan funded by the Taiwan Global Networking Talent Project; as well as Visiting Professorships at Kristianstad University, Sweden, and Bogazici University, Turkey.

She has worked at University of Pittsburgh, King’s College, University of London and University of Bristol, United Kingdom. She is an Editor for International Journal of Science Education, Section Editor for Science Education, serves on the Executive Board of European Science Education Research Association. She was a chemistry teacher in a high school in northern Cyprus.

She completed her higher education in the USA at Vanderbilt (PhD Science Education & Philosophy), Cornell (MSc Food chemistry) and Northwestern (Biochemistry) Universities. Her research interests focus on the applications in science education of epistemic perspectives on science in general and in chemistry in particular. Her work on argumentation has received awards from NARST and EASE.

She has been the recipient of funding from Fulbright Program, Spencer Foundation, Gatsby Foundation, Nuffield Foundation, TDA, Wellcome Trust, EU Marie Curie Brain Circulation Scheme, Science Foundation Ireland, Irish Research Council, BERA and NCCA among others.Currently she is Principal Investigator of two projects, funded by the Wellcome Trust and the Templeton World Charity Foundation.

Funded Research Projects:

  • (January 2018-December 2020)

    Wellcome Trust

  • (Sep 2018-August 2021)

    Templeton World Charity Foundation

Doctoral Applications

  • Science Education
  • Nature of science
  • Epistemic practices
  • Argumentation
  • History and philosophy of science

Publications:

  • Books

    • Erduran, S, Dagher, Z (2014) Reconceptualizing the Nature of Science for Science Education Scientific Knowledge, Practices and Other Family Categories. Springer.

    • Erduran, S, Jiménez-Aleixandre, MP (2007) Argumentation in Science Education Perspectives from Classroom-Based Research. Springer Science & Business Media.

  • Book chapters

    • ERDURAN, S, Msimanga, A (2018) “Language, literacy and science learning for English language learners: Teacher meta talk vignettes from a South African science classroom”, In: Global Developments in Literacy Research for Science Education. Springer.

    • Msimanga, A, Erduran, S (2018) “Language, literacy and science learning for english language learners: Teacher meta talk vignettes from a South African science classroom”, In: Global Developments in Literacy Research for Science Education. 97-111
      DOI: http://doi.org/10.1007/978-3-319-69197-8_7

    • Erduran, S, Kaya, E, Cetin, PS (2017) “Consolidation of conceptual change, argumentation, models and explanations: Why it matters for science education”, In: Converging Perspectives on Conceptual Change: Mapping an Emerging Paradigm in the Learning Sciences. 153-162
      DOI: http://doi.org/10.4324/9781315467139

    • ERDURAN, S (2017) “Visualising the nature of science: beyond textual pieces to holistic Images in science education.”, In: K Hahl, K Juuti, J Lampiselka, J Lavonen, A Uitto (eds.) Cognitive and Affective Aspects in Science Education Research Selected Papers from the ESERA 2015 Conference. Springer. 15-15

    • Erduran, S, Mugaloglu, EZ (2016) “Trends in science education research in Turkey: A content analysis of key international journals from 1998-2012”, In: Science Education Research and Practice in Asia: Challenges and Opportunities. 275-288
      DOI: http://doi.org/10.1007/978-981-10-0847-4_15

    • Erduran, S, Garcia-Mila, M (2015) “Epistemic practices and thinking in science: Fostering teachers' development in scientific argumentation”, In: The Routledge International Handbook of Research on Teaching Thinking. 388-401

    • Erduran, S, Pabuccu, A (2015) “Promoting argumentation in the context of chemistry stories”, In: Relevant Chemistry Education: From Theory to Practice. 143-161

    • Dagher, ZR, Erduran, S (2014) “Laws and explanations in biology and chemistry: Philosophical perspectives and educational implications”, In: International Handbook of Research in History, Philosophy and Science Teaching. 1203-1233
      DOI: http://doi.org/10.1007/978-94-007-7654-8_37

    • Erduran, S, Mugaloglu, EZ (2014) “Philosophy of chemistry in chemical education: Recent trends and future directions”, In: International Handbook of Research in History, Philosophy and Science Teaching. 287-315
      DOI: http://doi.org/10.1007/978-94-007-7654-8_10

    • Erduran, S, Jimenez-Aleixandre, MP (2012) “Argumentation in science education research: Perspectives from Europe”, In: Science Education Research and Practice in Europe: Retrosspective and Prospecctive. 253-289
      DOI: http://doi.org/10.1007/978-94-6091-900-8

    • She, HC, Yore, LD, Anderson, JO, Erduran, S, Gräber, W, Jones, A, Klumpers, J, Parker, S, Rollnick, M, Sherwood, RD, Waldrip, B (2009) “Funding patterns and priorities: An international perspective”, In: Quality Research in Literacy and Science Education: International Perspectives and Gold Standards. 467-509
      DOI: http://doi.org/10.1007/978-1-4020-8427-0_23

    • Kyza, EA, Erduran, S, Tiberghien, A (2009) “Technology-enhanced learning in science”, In: Technology-Enhanced Learning: Principles and Products. 121-134
      DOI: http://doi.org/10.1007/978-1-4020-9827-7_8

    • Erduran, S, Osborne, J, Simon, S (2005) “The role of argumentation in developing scientific literacy”, In: Research and the Quality of Science Education. 381-394
      DOI: http://doi.org/10.1007/1-4020-3673-6_30

    • Simon, S, Osborne, J, Erduran, S (2003) “Systemic teacher development to enhance the use of argumentation in school science activities”, In: Leadership and Professional Development in Science Education: New Possibilities for Enhancing Teacher Learning. 198-217
      DOI: http://doi.org/10.4324/9780203447864

  • Conference papers

  • Journal articles

    • Kelly, R, Erduran, S (2018) “Understanding aims and values of science: developments in the junior cycle specifications on nature of science and pre-service science teachers’ views in Ireland”, Irish Educational Studies.
      DOI: http://doi.org/10.1080/03323315.2018.1512886

    • Erduran, S (2018) “Developing assessments for the next generation science standards”, ASSESSMENT IN EDUCATION-PRINCIPLES POLICY & PRACTICE. 25(2) 224-226.
      DOI: http://doi.org/10.1080/0969594X.2017.1358150

    • Kaya, E, Erduran, S, Aksoz, B, Akgun, S (2018) “Reconceptualised family resemblance approach to nature of science in pre-service science teacher education”, International Journal of Science Education.
      DOI: http://doi.org/10.1080/09500693.2018.1529447

    • Kaya, S, Erduran, S, Birdthistle, N, McCormack, O (2018) “Looking at the Social Aspects of Nature of Science in Science Education Through a New Lens”, SCIENCE & EDUCATION. 27(5-6) 457-478.
      DOI: http://doi.org/10.1007/s11191-018-9990-y

    • Erduran, S (2018) “Toulmin’s argument pattern as a “horizon of possibilities” in the study of argumentation in science education”, Cultural Studies of Science Education. 1-9.
      DOI: http://doi.org/10.1007/s11422-017-9847-8

    • Martin-Gamez, C, Erduran, S (2018) “Understanding argumentation about socio-scientific issues on energy: a quantitative study with primary pre-service teachers in Spain”, RESEARCH IN SCIENCE & TECHNOLOGICAL EDUCATION. 36(4) 463-483.
      DOI: http://doi.org/10.1080/02635143.2018.1427568

    • Dagher, ZR, Erduran, S (2017) “Abandoning Patchwork Approaches to Nature of Science in Science Education”, Canadian Journal of Science, Mathematics and Technology Education. 17(1) 46-52.
      DOI: http://doi.org/10.1080/14926156.2016.1271923

    • Lazarou, D, Erduran, S, Sutherland, R (2017) “Argumentation in science education as an evolving concept: Following the object of activity”, LEARNING CULTURE AND SOCIAL INTERACTION. 14 51-66.
      DOI: http://doi.org/10.1016/j.lcsi.2017.05.003

    • Pabuccu, A, Erduran, S (2017) “Beyond rote learning in organic chemistry: the infusion and impact of argumentation in tertiary education”, INTERNATIONAL JOURNAL OF SCIENCE EDUCATION. 39(9) 1154-1172.
      DOI: http://doi.org/10.1080/09500693.2017.1319988

    • Yilmaz, YO, Cakiroglu, J, Ertepinar, H, Erduran, S (2017) “The pedagogy of argumentation in science education: science teachers' instructional practices”, INTERNATIONAL JOURNAL OF SCIENCE EDUCATION. 39(11) 1443-1464.
      DOI: http://doi.org/10.1080/09500693.2017.1336807

    • Erduran, S, Kaya, E (2016) “Scientific Argumentation and Deliberative Democracy: An Incompatible Mix in School Science?”, THEORY INTO PRACTICE. 55(4) 302-310.
      DOI: http://doi.org/10.1080/00405841.2016.1208067

    • Dagher, ZR, Erduran, S (2016) “Reconceptualizing the Nature of Science for Science Education”, SCIENCE & EDUCATION. 25(1-2) 147-164.
      DOI: http://doi.org/10.1007/s11191-015-9800-8

    • Lazarou, D, Sutherland, R, Erduran, S (2016) “Argumentation in science education as a systemic activity: An activity-theoretical perspective”, INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH. 79 150-166.
      DOI: http://doi.org/10.1016/j.ijer.2016.07.008

    • Pabuccu, A, Erduran, S (2016) “Investigating students' engagement in epistemic and narrative practices of chemistry in the context of a story on gas behavior”, CHEMISTRY EDUCATION RESEARCH AND PRACTICE. 17(3) 523-531.
      DOI: http://doi.org/10.1039/c6rp00011h

    • Kaya, E, Erduran, S (2016) “From FRA to RFN, or How the Family Resemblance Approach Can Be Transformed for Science Curriculum Analysis on Nature of Science”, SCIENCE & EDUCATION. 25(9-10) 1115-1133.
      DOI: http://doi.org/10.1007/s11191-016-9861-3

    • Evagorou, M, Erduran, S, Mäntylä, T (2015) “The role of visual representations in scientific practices: from conceptual understanding and knowledge generation to ‘seeing’ how science works”, International Journal of STEM Education. 2(1)
      DOI: http://doi.org/10.1186/s40594-015-0024-x

    • Erduran, S, Ozdem, Y, Park, JY (2015) “Research trends on argumentation in science education: a journal content analysis from 1998–2014”, International Journal of STEM Education. 2(1)
      DOI: http://doi.org/10.1186/s40594-015-0020-1

    • Erduran, S (2015) “Introduction to the Focus on ... Scientific Practices”, SCIENCE EDUCATION. 99(6) 1023-1025.
      DOI: http://doi.org/10.1002/sce.21192

    • Erduran, S, Msimanga, A (2014) “Science curriculum reform in South Africa: Lessons for professional development from research on argumentation in science education”, EDUCATION AS CHANGE. 18 S33-S46.
      DOI: http://doi.org/10.1080/16823206.2014.882266

    • Erduran, S, Dagher, ZR (2014) “Regaining focus in Irish Junior Cycle Science: potential new directions for curriculum and assessment on Nature of Science”, IRISH EDUCATIONAL STUDIES. 33(4) 335-350.
      DOI: http://doi.org/10.1080/03323315.2014.984386

    • Kaya, E, Cetin, PS, Erduran, S (2014) “Adaptation of two argumentation tests into Turkish”, Elementary Education Online. 13(3) 1014-1032.

    • Erduran, S (2013) “Philosophy, Chemistry and Education: An Introduction”, SCIENCE & EDUCATION. 22(7) 1559-1562.
      DOI: http://doi.org/10.1007/s11191-012-9526-9

    • Erduran, S, Mugaloglu, EZ (2013) “Interactions of Economics of Science and Science Education: Investigating the Implications for Science Teaching and Learning”, SCIENCE & EDUCATION. 22(10) 2405-2425.
      DOI: http://doi.org/10.1007/s11191-012-9519-8

    • Ozdem, Y, Ertepinar, H, Cakiroglu, J, Erduran, S (2013) “The Nature of Pre-service Science Teachers' Argumentation in Inquiry-oriented Laboratory Context”, INTERNATIONAL JOURNAL OF SCIENCE EDUCATION. 35(15) 2559-2586.
      DOI: http://doi.org/10.1080/09500693.2011.611835

    • Kaya, E, Erduran, S (2013) “Integrating Epistemological Perspectives on Chemistry in Chemical Education: The Cases of Concept Duality, Chemical Language, and Structural Explanations”, SCIENCE & EDUCATION. 22(7) 1741-1755.
      DOI: http://doi.org/10.1007/s11191-011-9399-3

    • Garcia-Mila, M, Gilabert, S, Erduran, S, Felton, M (2013) “The Effect of Argumentative Task Goal on the Quality of Argumentative Discourse”, SCIENCE EDUCATION. 97(4) 497-523.
      DOI: http://doi.org/10.1002/sce.21057

    • Erduran, S (2011) “Critical Appraisal of Physical Science as a Human Enterprise: Dynamics of Scientific Progress”, SCIENCE & EDUCATION. 20(3-4) 397-399.
      DOI: http://doi.org/10.1007/s11191-010-9273-8

    • Erduran, S (2009) “BEYOND PHILOSOPHICAL CONFUSION: ESTABLISHING THE ROLE OF PHILOSOPHY OF CHEMISTRY IN CHEMICAL EDUCATION RESEARCH”, JOURNAL OF BALTIC SCIENCE EDUCATION. 8(1) 5-14.

    • Erduran, S (2009) “Metaphor and Analogy in Science Education”, INTERNATIONAL JOURNAL OF SCIENCE EDUCATION. 31(1) 147-149.
      DOI: http://doi.org/10.1080/09500690802065965

    • von Aufschnaiter, C, Erduran, S, Osborne, J, Simon, S (2008) “Arguing to learn and learning to argue: Case studies of how students' argumentation relates to their scientific knowledge”, JOURNAL OF RESEARCH IN SCIENCE TEACHING. 45(1) 101-131.
      DOI: http://doi.org/10.1002/tea.20213

    • Duschl, R, Erduran, S, Grandy, R, Rudolph, J (2008) “Introduction to special issue: Science studies and science education”, SCIENCE EDUCATION. 92(3) 385-388.
      DOI: http://doi.org/10.1002/sce.20271

    • Erduran, S (2007) “Breaking the law: Promoting domain-specificity in chemical education in the context of arguing about the periodic law”, Foundations of Chemistry. 9(3) 247-263.
      DOI: http://doi.org/10.1007/s10698-007-9036-z

    • Erduran, S, Bravo, AA, Naaman, RM (2007) “Developing epistemologically empowered teachers: Examining the role of philosophy of chemistry in teacher education”, Science and Education. 16(9-10) 975-989.
      DOI: http://doi.org/10.1007/s11191-006-9072-4

    • Simon, S, Erduran, S, Osborne, J (2006) “Learning to teach argumentation: Research and development in the science classroom”, INTERNATIONAL JOURNAL OF SCIENCE EDUCATION. 28(2-3) 235-260.
      DOI: http://doi.org/10.1080/09500690500336957

    • Erduran, S, Ardac, D, Yakmaci-Guzel, B (2006) “Learning to teach argumentation: Case studies of pre-service secondary science teachers”, Eurasia Journal of Mathematics, Science and Technology Education. 2(2) 1-14.
      DOI: http://doi.org/10.12973/ejmste/75442

    • Duschl, R, Erduran, S, Grandy, R, Rudolph, J (2006) “Guest editorial: Science studies and science education call for papers deadline: March 31, 2007”, SCIENCE EDUCATION. 90(6) 961-964.
      DOI: http://doi.org/10.1002/sce.20187

    • Mamlok-Naaman, R, Ben-Zvi, R, Hofstein, A, Menis, J, Erduran, S (2005) “Learning science through a historical approach: Does it affect the attitudes of non-science-oriented students towards science?”, International Journal of Science and Mathematics Education. 3(3) 485-507.
      DOI: http://doi.org/10.1007/s10763-005-0696-7

    • Erduran, S (2005) “Applying the philosophical concept of reduction to the chemistry of water: Implications for chemical education”, Science and Education. 14(2) 161-171.
      DOI: http://doi.org/10.1007/s11191-005-0687-7

    • Osborne, J, Erduran, S, Simon, S (2004) “Enhancing the quality of argumentation in school science”, JOURNAL OF RESEARCH IN SCIENCE TEACHING. 41(10) 994-1020.
      DOI: http://doi.org/10.1002/tea.20035

    • Erduran, S, Simon, S, Osborne, J (2004) “TAPping into argumentation: Developments in the application of Toulmin's argument pattern for studying science discourse”, SCIENCE EDUCATION. 88(6) 915-933.
      DOI: http://doi.org/10.1002/sce.20012

    • Scott, C, Erduran, S (2004) “Learning from international frameworks for assessment: EAL descriptors in Australia and the USA”, Language Testing. 21(3) 409-431.
      DOI: http://doi.org/10.1191/0265532204lt290oa

    • Erduran, S, Duschl, RA (2004) “Interdisciplinary characterizations of models and the nature of chemical knowledge in the classroom”, Studies in Science Education. 40(1) 105-138.
      DOI: http://doi.org/10.1080/03057260408560204

    • Erduran, S (2002) “Improving science education: the contribution of research”, BRITISH EDUCATIONAL RESEARCH JOURNAL. 28(5) 738-739.

    • Erduran, S (2001) “Understanding science lessons”, BRITISH EDUCATIONAL RESEARCH JOURNAL. 27(5) 660-661.

    • Erduran, S (2001) “Philosophy of chemistry: An emerging field with implications for chemistry education”, Science and Education. 10(6) 581-593.
      DOI: http://doi.org/10.1023/A:1017564604949

    • Erduran, S, Hotchkiss, JH (1995) “Nitrite effects on formation of volatile oxidation products from triolein.”, Journal of food science. 60(5) 946-948.
      DOI: http://doi.org/10.1111/j.1365-2621.1995.tb06267.x

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