Sibel Erduran is Professor of Science Education and 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 is the Editor-in-Chief of Science & Education, and an Editor for International Journal of Science Education. She is the President of the European Science Education Research Association, and Professor II at University of Oslo, Norway. Previously she worked at University of Pittsburgh, USA; King’s College, University of London; and University of Bristol, United Kingdom. She was a middle school science and high school chemistry teacher in a school with British curriculum 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.

Research

Books

  • McLoughlin, E., Finlayson, O., Erduran, S., & Childs, P. (2019). Introduction (p. x - xvi).

  • Erduran, S., & Kaya, E. (2019). Transforming Teacher Education Through the Epistemic Core of Chemistry, Empirical Evidence and Practical Strategies. Springer Nature.
    https://doi.org/10.1007/978-3-030-15326-7

  • Erduran, S., & Kaya, E. (2019). Preface (p. ix - xi).

  • Erduran, S. (2019). Argumentation in Chemistry Education Research, Policy and Practice Preface (p. V - VI).

  • Erduran, S., & Dagher, Z. (2014). Preface (p. xiii - xv).

  • Erduran, S., & Dagher, Z. (2014). Reconceptualizing the Nature of Science for Science Education, Scientific Knowledge, Practices and Other Family Categories. Springer Nature.
    https://doi.org/10.1007/978-94-017-9057-4

  • Erduran, S., & Pilar Jimenez-Aleixandre, M. (2008). Argumentation in Science Education Perspectives from Classroom-Based Research Preface (p. VII - VII).

    • Book chapters

  • ERDURAN, S., GUILFOYLE, L., & PARK, W. (2024). Broadening STEAM Education Through Cross-Curricular Collaboration: The Case of Argumentation in Science and Religious Education. In Y. Li, Z. Zeng, & N. Song (Eds.), Disciplinary and Interdisciplinary Education in STEM Changes and Innovations. Springer.
    https://doi.org/10.1007/978-3-031-52924-5_12https://link.springer.com/chapter/10.1007/978-3-031-52924-5_12

  • Laherto, A., Rasa, T., Miani, L., Levrini, O., & Erduran, S. (2023). Future-oriented science education building sustainability competences: An approach to the European greencomp framework. In Science Curriculum for the Anthropocene (pp. 83-105).
    https://doi.org/10.1007/9783031373916_5

  • Erduran, S., & Park, W. (2023). A systemic approach to the integration of Big Science in science education. In Big Science in the 21st Century (pp. 42-1). IOP Publishing.
    https://doi.org/10.1088/978-0-7503-3631-4ch42

  • Erduran, S., & Park, W. (2023). Argumentation in physics education research: recent trends and key themes. In The International Handbook of Physics Education Research: Learning Physics. AIP Publishing.
    https://doi.org/10.1063/9780735425477_016https://ora.ox.ac.uk/objects/uuid:47847932-b6de-49f6-900c-7cb04f3c9d4a

  • Erduran, S., & Akis, A. (2023). CHEMISTRY EDUCATION RESEARCH: Recent Trends and the Onset of the Pandemic Era. In Handbook of Research on Science Education: Volume III (pp. 657-692).
    https://doi.org/10.4324/9780367855758-25

  • Laherto, A., Rasa, T., Miani, L., Levrini, O., & Erduran, S. (2023). Future-Oriented Science Education Building Sustainability Competences: An Approach to the European GreenComp Framework. In Science Curriculum for the Anthropocene, Volume 2 (pp. 83-105). Springer Nature.
    https://doi.org/10.1007/978-3-031-37391-6_5

  • Hillier, J., Cullinane, A., Harris, R., Jakoby, S., Childs, A., & Erduran, S. (2022). PRACTICAL THEORISING IN A CHANGING CONTEXT: Enabling beginning science teachers to negotiate different expectations in the reality of schools. In Practical Theorising in Teacher Education: Holding Theory and Practice Together (pp. 66-80).
    https://doi.org/10.4324/9781003183945-7

  • Erduran, S., & Guilfoyle, L. (2022). The Importance of Research in Science Teacher Education. In Handbook of Research on Science Teacher Education (pp. 5-15). Taylor & Francis.
    https://doi.org/10.4324/9781003098478-2

  • Erduran, S., & Guilfoyle, L. (2022). Learning to teach epistemic practices of science in secondary schools. In International Encyclopedia of Education: Fourth Edition (pp. 254-262).
    https://doi.org/10.1016/B978-0-12-818630-5.04036-7

  • Cullinane, A., Ioannidou, O., & Erduran, S. (2021). Brandon’s Matrix: a view on scientific methods in biology classrooms. In T. McCloughlin (Ed.), The Nature of Science in Biology: A Resource for Educators (pp. 146-161). Graphikon Teo.
    https://ora.ox.ac.uk/objects/uuid:b285e119-c700-4816-a1c8-a4105258a962

  • Hsu, Y., Erduran, S., & Yeh, Y. (2021). STEM and Pedagogical Content Knowledge: Case Studies of Teachers in a Girls’ School in Taiwan. In STEM in Science Education and S in STEM: From Pedagogy to Learning (pp. 15-31).
    https://doi.org/10.1163/9789004446076_002

  • Kapon, S., & Erduran, S. (2021). Crossing Boundaries – Examining and Problematizing Interdisciplinarity in Science Education. In Contributions from Science Education Research (pp. 265-276).
    https://doi.org/10.1007/978-3-030-74490-8_21

  • Park, W., Wu, J.-Y., & Erduran, S. (2020). Investigating the epistemic nature of STEM: analysis of science curriculum documents from the USA using the family resemblance approach. In J. Anderson & Y. Li (Eds.), Integrated Approaches to STEM Education: An International Perspective (pp. 137-155). Springer.
    https://doi.org/10.1007/978-3-030-52229-2_8https://ora.ox.ac.uk/objects/uuid:c19e2ec5-1ae0-4ee4-ba46-0f5252218e7f

  • Erduran, S., Kaya, E., & Avraamidou, L. (2020). Does Research on Nature of Science and Social Justice Intersect? Exploring Theoretical and Practical Convergence for Science Education. In Nature of Science for Social Justice (pp. 97-113). Springer Nature.
    https://doi.org/10.1007/978-3-030-47260-3_6

  • Erduran, S., Kaya, E., Cullinane, A., Imren, O., & Kaya, S. (2020). Practical Learning Resources and Teacher Education Strategies for understanding Nature of Science. In Nature of Science in Science Instruction (pp. 377-397). Springer Nature.
    https://doi.org/10.1007/978-3-030-57239-6_21

  • ERDURAN, S. (2019). Understanding STEM for STEM Education: Toward a Systems Approach. In Asia-Pacific STEM Teaching Practices From Theoretical Frameworks to Practices. Springer Nature.

  • Cullinane, A., Erduran, S., & Wooding, S. (2019). Assessment of practical chemistry in England: an analysis of scientific methods assessed in high-stakes examinations. In M. Schultz, S. Schmid, & G. Lawrie (Eds.), Research and Practice in Chemistry Education: Advances from the 25th IUPAC International Conference on Chemistry Education 2018 (pp. 135-148). Springer Verlag.
    https://doi.org/10.1007/978-981-13-6998-8https://ora.ox.ac.uk/objects/uuid:cf15aa52-7749-498a-aa35-b7624922f177

  • Erduran, S., & Kaya, E. (2019). Epistemic Beliefs and Teacher Education. In Science: Philosophy, History and Education (pp. 51-80).
    https://doi.org/10.1007/978-3-030-15326-7_3

  • Erduran, S. (2019). Argumentation in Chemistry Education: An Overview. In ARGUMENTATION IN CHEMISTRY EDUCATION: RESEARCH, POLICY AND PRACTICE (pp. 1-10).

  • Erduran, S. (2019). Epilogue—Understanding STEM for STEM Education: Toward a Systems Approach. In Asia-Pacific STEM Teaching Practices (pp. 205-213). Springer Nature.
    https://doi.org/10.1007/978-981-15-0768-7_13

  • Erduran, S., & Kaya, E. (2019). Philosophy of Chemistry and Chemistry Education. In TRANSFORMING TEACHER EDUCATION THROUGH THE EPISTEMIC CORE OF CHEMISTRY: EMPIRICAL EVIDENCE AND PRACTICAL STRATEGIES (pp. 1-24).
    https://doi.org/10.1007/978-3-030-15326-7_1

  • Erduran, S., & Kaya, E. (2019). Defining the Epistemic Core of Chemistry. In TRANSFORMING TEACHER EDUCATION THROUGH THE EPISTEMIC CORE OF CHEMISTRY: EMPIRICAL EVIDENCE AND PRACTICAL STRATEGIES (pp. 25-49).
    https://doi.org/10.1007/978-3-030-15326-7_2

  • Erduran, S., & Kaya, E. (2019). Learning and Teaching About Philosophy of Chemistry: Teacher Educators’ Reflections. In TRANSFORMING TEACHER EDUCATION THROUGH THE EPISTEMIC CORE OF CHEMISTRY: EMPIRICAL EVIDENCE AND PRACTICAL STRATEGIES (pp. 149-168).
    https://doi.org/10.1007/978-3-030-15326-7_7

  • Erduran, S., & Kaya, E. (2019). Pre-service Chemistry Teachers’ Representations and Perceptions of the Epistemic Core: A Thematic Analysis. In TRANSFORMING TEACHER EDUCATION THROUGH THE EPISTEMIC CORE OF CHEMISTRY: EMPIRICAL EVIDENCE AND PRACTICAL STRATEGIES (pp. 105-128).
    https://doi.org/10.1007/978-3-030-15326-7_5

  • Erduran, S., & Kaya, E. (2019). Incorporating the Epistemic Core in Teacher Education Practice. In TRANSFORMING TEACHER EDUCATION THROUGH THE EPISTEMIC CORE OF CHEMISTRY: EMPIRICAL EVIDENCE AND PRACTICAL STRATEGIES (pp. 81-104).
    https://doi.org/10.1007/978-3-030-15326-7_4

  • Erduran, S., & Kaya, E. (2019). Towards Development of Epistemic Identity in Chemistry Teacher Education. In TRANSFORMING TEACHER EDUCATION THROUGH THE EPISTEMIC CORE OF CHEMISTRY: EMPIRICAL EVIDENCE AND PRACTICAL STRATEGIES (pp. 169-189).
    https://doi.org/10.1007/978-3-030-15326-7_8

  • Erduran, S., & Kaya, E. (2019). The Impact of Teacher Education on Understanding the Epistemic Core: Focusing on One Pre-service Chemistry Teacher. In TRANSFORMING TEACHER EDUCATION THROUGH THE EPISTEMIC CORE OF CHEMISTRY: EMPIRICAL EVIDENCE AND PRACTICAL STRATEGIES (pp. 129-147).
    https://doi.org/10.1007/978-3-030-15326-7_6

  • Erduran, S. (2019). Chapter 1 Argumentation in Chemistry Education: An Overview. In Argumentation in Chemistry Education (pp. 1-10). Royal Society of Chemistry (RSC).
    https://doi.org/10.1039/9781788012645-00001

  • Erduran, S., Cullinane, A., & Wooding, S. (2019). Assessment of Practical Chemistry in England: An Analysis of Scientific Methods Assessed in High-Stakes Examinations. In Research and Practice in Chemistry Education (pp. 135-147). Springer Nature.
    https://doi.org/10.1007/978-981-13-6998-8_9

  • 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 K. Tang & K. Danielsson (Eds.), Global Developments in Literacy Research for Science Education (pp. 97-111). Springer.
    https://doi.org/10.1007/978-3-319-69197-8https://ora.ox.ac.uk/objects/uuid:eeaf4373-6533-47a7-959f-d8de493eb785

  • 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 (pp. 97-111). Springer Nature.
    https://doi.org/10.1007/978-3-319-69197-8_7

  • Erduran, S., Kaya, E., & Dagher, Z. (2018). From Lists in Pieces to Coherent Wholes: Nature of Science, Scientific Practices, and Science Teacher Education. In Science Education Research and Practice in Asia-Pacific and Beyond (pp. 3-24). Springer Nature.
    https://doi.org/10.1007/978-981-10-5149-4_1

  • ERDURAN, S., Kaya, E., & Cetin, P. (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. Routledge.

  • Erduran, S., Kaya, E., & Cetin, P. (2017). Consolidation of conceptual change, argumentation, models and explanations. In Converging Perspectives on Conceptual Change (pp. 151-162). Taylor & Francis.
    https://doi.org/10.4324/9781315467139-19

  • ERDURAN, S. (2017). Visualising the nature of science: beyond textual pieces to holistic Images in science education. In Cognitive and Affective Aspects in Science Education Research Selected Papers from the ESERA 2015 Conference. Springer.

  • Erduran, S. (2017). Visualizing the nature of science: beyond textual pieces to holistic images in science education. In Cognitive and Affective Aspects in Science Education Research (pp. 15-30). Springer.
    https://doi.org/10.1007/978-3-319-58685-4_2https://ora.ox.ac.uk/objects/uuid:ac9d52e7-f5f8-4479-9b24-0cdd6a4c4715

  • Broggy, J., O’reilly, J., & Erduran, S. (2017). Interdisciplinarity and Science Education. In Science Education (pp. 81-90). Springer Nature.
    https://doi.org/10.1007/978-94-6300-749-8_6

  • ERDURAN, S., & Mugaloglu, E. (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. Springer.

  • Xolocotzin, U., Yeh, C.-H., & Erduran, S. (2016). Chapter 1 Emotional Modulation of Perspective Taking Implications for Computer-Supported Argumentation. In Emotions, Technology, and Behaviors (pp. 3-20). Elsevier.
    https://doi.org/10.1016/b978-0-12-801873-6.00001-7

  • Erduran, S., & Mugaloglu, E. (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 (pp. 275-288). Springer Nature.
    https://doi.org/10.1007/978-981-10-0847-4_15

  • ERDURAN, S., & Pabuccu, A. (2015). Promoting argumentation in the context of chemistry stories. In Relevant Chemistry Education From Theory to Practice. Springer.

  • 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 (pp. 388-401).

  • 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. Routledge.

  • ERDURAN, S., & Jimenez-Aleixandre, M. (2015). Argumentation in science education. In Encyclopedia of Science Education. Springer.

  • Xolocotzin, U., Yeh, C., & Erduran, S. (2015). Emotional Modulation of Perspective Taking: Implications for Computer-Supported Argumentation. In Emotions, Technology, and Behaviors (pp. 3-20).
    https://doi.org/10.1016/B978-0-12-801873-6.00001-7

  • Erduran, S., & Pabuccu, A. (2015). Promoting argumentation in the context of chemistry stories. In Relevant Chemistry Education (pp. 143-161). Springer Nature.
    https://doi.org/10.1007/978-94-6300-175-5_8

  • Jiménez-Aleixandre, M., & Erduran, S. (2015). Argumentation. In Encyclopedia of Science Education (pp. 54-59). Springer Nature.
    https://doi.org/10.1007/978-94-007-2150-0_286

  • ERDURAN, S., & Dagher, Z. (2014). The Role of Disciplinary Knowledge in Science Education: The Case of Laws and Explanations in Biology and Chemistry. In International Handbook of Research in History, Philosophy and Science Teaching. Springer.

  • ERDURAN, S., & Mugaloglu, E. (2014). Philosophy of chemistry in chemical education: Recent Trends and Future Directions. In International Handbook of Research in History, Philosophy and Science Teaching. Springer.

  • Erduran, S., & Mugaloglu, E. (2014). Philosophy of Chemistry in Chemical Education: Recent Trends and Future Directions. In International Handbook of Research in History, Philosophy and Science Teaching (pp. 287-315). Springer Nature.
    https://doi.org/10.1007/978-94-007-7654-8_10

  • Dagher, Z., & 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 (pp. 1203-1233). Springer Nature.
    https://doi.org/10.1007/978-94-007-7654-8_37

  • Erduran, S., & Dagher, Z. (2014). Towards generative images of science in science education. In Contemporary Trends and Issues in Science Education (pp. 163-188).
    https://doi.org/10.1007/978-94-017-9057-4_8

  • Erduran, S., & Dagher, Z. (2014). Family resemblance approach to characterizing science. In Contemporary Trends and Issues in Science Education (pp. 19-40).
    https://doi.org/10.1007/978-94-017-9057-4_2

  • Erduran, S., & Dagher, Z. (2014). Reconceptualizing nature of science for science education. In Contemporary Trends and Issues in Science Education (pp. 1-18).
    https://doi.org/10.1007/978-94-017-9057-4_1

  • Erduran, S., & Dagher, Z. (2014). Scientific practices. In Contemporary Trends and Issues in Science Education (pp. 67-89).
    https://doi.org/10.1007/978-94-017-9057-4_4

  • Erduran, S., & Dagher, Z. (2014). Science as a social-institutional system. In Contemporary Trends and Issues in Science Education (pp. 137-162).
    https://doi.org/10.1007/978-94-017-9057-4_7

  • Erduran, S., & Dagher, Z. (2014). Scientific knowledge. In Contemporary Trends and Issues in Science Education (pp. 113-135).
    https://doi.org/10.1007/978-94-017-9057-4_6

  • Erduran, S., & Dagher, Z. (2014). Aims and values of science. In Contemporary Trends and Issues in Science Education (pp. 41-65).
    https://doi.org/10.1007/978-94-017-9057-4_3

  • Erduran, S., & Dagher, Z. (2014). Methods and methodological rules. In Contemporary Trends and Issues in Science Education (pp. 91-112).
    https://doi.org/10.1007/978-94-017-9057-4_5

  • Jiménez-Aleixandre, M., & Erduran, S. (2013). Argumentation. In Encyclopedia of Science Education (pp. 1-6). Springer Nature.
    https://doi.org/10.1007/978-94-007-6165-0_286-5

  • Erduran, S., & Wong, S. (2013). Science Curriculum Reform on ‘Scientific Literacy for All’ Across National Contexts: Case Studies of Curricula from England & Wales and Hong Kong. In Science Education for Diversity (pp. 179-201). Springer Nature.
    https://doi.org/10.1007/978-94-007-4563-6_9

  • ERDURAN, S., & Jimenez-Aleixandre, M. (2012). Research on argumentation in science education in Europe. In Science Education Research and Practice in Europe Retrospective and Prospective. Springer Science & Business Media.

  • ERDURAN, S. (2012). The role of dialogue and argumentation. In ASE Guide to Research in Science Education.

  • Erduran, S., & Jiménez Aleixandre, M. (2012). Argumentation in Science Education Research. In Science Education Research and Practice in Europe (pp. 253-289). Springer Nature.
    https://doi.org/10.1007/978-94-6091-900-8_11

  • ERDURAN, S., Kyza, E., & Tiberghien, A. (2009). Technology Enhanced Science Learning. In Technology-Enhanced Learning Principles and Products. Springer Science & Business Media.

  • She, H.-C., Yore, L., Anderson, J., Erduran, S., Gräber, W., Jones, A., Klumpers, J., Parker, S., Rollnick, M., Sherwood, R., & Waldrip, B. (2009). Funding Patterns and Priorities: An International Perspective. In Quality Research in Literacy and Science Education (pp. 467-509). Springer Nature.
    https://doi.org/10.1007/978-1-4020-8427-0_23

  • Kyza, E., Erduran, S., & Tiberghien, A. (2009). Technology-Enhanced Learning in Science. In Technology-Enhanced Learning (pp. 121-134). Springer Nature.
    https://doi.org/10.1007/978-1-4020-9827-7_8

  • ERDURAN, S., She, H., Yore, L., Anderson, J., Graber, W., Jones, A., Klumpers, J., Parker, S., Rollnick, M., Sherwood, R., & Waldrip, B. (2008). Funding patterns and priorities: An international perspective. In Quality Research in Literacy and Science Education International Perspectives and Gold Standards. Springer Science & Business Media.

  • ERDURAN, S., von Aufschnaiter, C., Osborne, J., & Simon, S. (2007). Arguing to learn and learning to argue: case studies of how students’ argumentation relates to their scientific knowledge. In Contributions from Science Education Research. Springer Science & Business Media.

  • Jiménez-Aleixandre, M., & Erduran, S. (2007). Argumentation in Science Education: An Overview. In Argumentation in Science Education (pp. 3-27). Springer Nature.
    https://doi.org/10.1007/978-1-4020-6670-2_1

  • Aufschnaiter, C., Erduran, S., Osborne, J., & Simon, S. (2007). Argumentation and the Learning of Science. In Contributions from Science Education Research (pp. 377-388). Springer Nature.
    https://doi.org/10.1007/978-1-4020-5032-9_29

  • Erduran, S. (2007). Methodological Foundations in the Study of Argumentation in Science Classrooms. In Argumentation in Science Education (pp. 47-69). Springer Nature.
    https://doi.org/10.1007/978-1-4020-6670-2_3

  • Erduran, S., & Dagher, Z. (2007). EXEMPLARY TEACHING OF ARGUMENTATION: A CASE STUDY OF TWO SCIENCE TEACHERS. In CONTRIBUTIONS FROM SCIENCE EDUCATION RESEARCH (pp. 403-415).
    https://doi.org/10.1007/978-1-4020-5032-9_31

  • ERDURAN, S., Osborne, J., & Simon, S. (2006). The role of argument in developing scientific literacy. In Research and the Quality of Science Education. Springer Science & Business Media.

  • ERDURAN, S., von Aufschnaiter, C., Klaus, C., Rogge, C., Osborne, J., & Simon, S. (2005). Epistemisches Argumentieren und Konzept-Entwicklung. In A. Pitton (Ed.), Relevanz fachdidaktischer Forschungsergebnisse für die Lehrerbildung.

  • Erduran, S., Osborne, J., & Simon, S. (2005). The Role of Argumentation in Developing Scientific Literacy. In Research and the Quality of Science Education (pp. 381-394). Springer Nature.
    https://doi.org/10.1007/1-4020-3673-6_30

  • ERDURAN, S., Osbrone, J., & Simon, S. (2005). Developing arguments. In Analysing Exemplary Science Teaching Theoretical Lenses and a Spectrum of Possibilities for Practice.

  • ERDURAN, S., Osborne, J., & Simon, 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. Routledge.

  • Erduran, S., & Scerri, E. (2003). The Nature of Chemical Knowledge and Chemical Education. In Chemical Education: Towards Research-based Practice (pp. 7-27). Springer Nature.
    https://doi.org/10.1007/0-306-47977-x_1

  • Zeidler, D., Osborne, J., Erduran, S., Simon, S., & Monk, M. (2003). The Role of Argument During Discourse About Socioscientific Issues. In The Role of Moral Reasoning on Socioscientific Issues and Discourse in Science Education (pp. 97-116). Springer Nature.
    https://doi.org/10.1007/1-4020-4996-x_6

  • Erduran, S. (2001). Philosophy of Chemistry: An Emerging Field with Implications for Chemistry Education. In Science Education and Culture (pp. 165-177). Springer Nature.
    https://doi.org/10.1007/978-94-010-0730-6_11

  • Duschl, R., & Erduran, S. (1996). Modelling the growth of scientific knowledge (pp. 153-165).

  • Erduran, S., & Akış, A. (n.d.). Chemistry Education Research. In Handbook of Research on Science Education (pp. 657-691). Taylor & Francis.
    https://doi.org/10.4324/9780367855758-25

    • Journal articles

  • Erduran, S. (2024). Deepfakes and students’ deep learning: A harmonious pair in science? . Science (New York, N.Y.), 385(6712), eadr8354.
    https://doi.org/10.1126/science.adr8354

  • Takriti, R., Erduran, S., Tairab, H., Kaya, E., Alhosani, N., Rabbani, L., & Alamirah, I. (2024). Translation and validation of a questionnaire for measuring teachers’ views on nature of science. Research in Science & Technological Education, 42(3), 812-827.
    https://doi.org/10.1080/02635143.2022.2138846

  • Kaya, E., Erduran, S., & Okan, B. (2024). Nature of science and domain-specificity: investigating the coverage of nature of science in physics, chemistry and biology curricula across grade levels. International Journal of Science Education.
    https://doi.org/10.1080/09500693.2024.2348822https://ora.ox.ac.uk/objects/uuid:a3f1af45-108d-4548-a624-a5e01d7997a9

  • Levrini, O., Pietrocola, M., & Erduran, S. (2024). Breaking free from Laplace’s chains. Science and Education, 33(3), 489-494.
    https://doi.org/10.1007/s11191-024-00528-whttps://ora.ox.ac.uk/objects/uuid:b350c253-ae95-4d27-af27-6f7e8309e6af

  • Guilfoyle, L., McCormack, O., & Erduran, S. (2024). The role of research experiences in developing pre-service teachers’ epistemic beliefs. Teaching and Teacher Education, 144.
    https://doi.org/10.1016/j.tate.2024.104599https://ora.ox.ac.uk/objects/uuid:45cbbc22-e4f3-4559-a5e6-eb41f2b98767

  • Erduran, S. (2024). War: not an unlikely topic for science lessons. Science (New York, N.Y.), 384(6694), eadp2402.
    https://doi.org/10.1126/science.adp2402

  • Erduran, S., Guilfoyle, L., & Park, W. (2024). Broadening STEAM education through cross-curricular collaboration: the case of argumentation in science and religious education. Disciplinary and Interdisciplinary Education in STEM: Changes and Innovations, 241-264.
    https://doi.org/10.1007/978-3-031-52924-5_12https://ora.ox.ac.uk/objects/uuid:34c14590-31dc-42df-97bc-c0ff2c67b099

  • Erduran, S., & Levrini, O. (2024). The impact of artificial intelligence on scientific practices: an emergent area of research for science education. International Journal of Science Education.
    https://doi.org/10.1080/09500693.2024.2306604https://ora.ox.ac.uk/objects/uuid:e6739868-ef63-4e99-89e2-eb7fa489135c

  • Erduran, S. (2024). HPS for All in Journal’s Metrics. Science & Education, 33(1), 1-4.
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  • Erduran, S. (2023). AI is transforming how science is done. Science education must reflect this change. Science , 382(6677).
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  • Erduran, S., Saribas, D., & Kaya, E. (2023). Infusing epistemic perspectives on scientific practices in science teacher education. Éducation Et Didactique, 17(3), 75-92.
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  • Erduran, S. (2023). No time to waste: revisiting time for science education. Science and Education, 32(6), 1675-1676.
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  • Erduran, S. (2023). Social and institutional dimensions of science: The forgotten components of the science curriculum?. Science (New York, N.Y.), 381(6659), eadk1509.
    https://doi.org/10.1126/science.adk1509

  • Cheung, K., Chan, H.-Y., & Erduran, S. (2023). Communicating science in the COVID-19 news in the UK during Omicron waves: exploring representations of nature of science with epistemic network analysis. Humanities and Social Sciences Communications, 10(1).
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  • Tairab, H., Takriti, R., Rabbani, L., AlAmirah, I., Alhosani, N., & Erduran, S. (2023). Magnifying the Scope of Nature of Science (NOS) Toward the Whole: An Investigation of NOS Representation in Early Childhood Science Education Standards. Canadian Journal of Science, Mathematics and Technology Education, 23(2), 210-227.
    https://doi.org/10.1007/s42330-023-00282-1

  • Dagher, Z., & Erduran, S. (2023). To FRA or not to FRA: what is the question for science education?. Science and Education, 32, 1247-1264.
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  • Chan, H.-Y., Cheung, K., & Erduran, S. (2023). Science communication in the media and human mobility during the COVID-19 pandemic: a time series and content analysis. Public Health, 218, 106-113.
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  • Schofield, L., Takriti, R., Rabbani, L., AlAmirah, I., Ioannidou, O., Alhosani, N., Elhoweris, H., & Erduran, S. (2023). Early years education teachers’ perceptions of nature of science. International Journal of Science Education, 45(8), 613-635.
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  • Erduran, S. (2023). Cobra Effect in Science Education?. SCIENCE & EDUCATION.
    https://doi.org/10.1007/s11191-023-00453-4

  • Laherto, A., Levrini, O., & Erduran, S. (2023). Editorial: Future-oriented science education for agency and sustainable development. Frontiers in Education, 8, 1155507.
    https://doi.org/10.3389/feduc.2023.1155507

  • Park, W., Erduran, S., Song, J., & Kim, M. (2022). "It’s a lesson with no correct answer": design issues in preservice teachers’ use of history of science for lesson planning. International Journal of Science Education, 45(3), 181-203.
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  • Huang, X., Erduran, S., Luo, K., Zhang, P., & Zheng, M. (2022). Investigating in-service teachers’ STEM literacy: the role of subject background and gender. Research in Science and Technological Education, 42(3), 867-887.
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  • Erduran, S. (2022). Trust in science and science education — part 2. Science and Education, 31(6), 1425-1427.
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  • Barak, M., Ginzburg, T., & Erduran, S. (2022). Nature of engineering: a cognitive and epistemic account with implications for engineering education. Science and Education, 33(3), 679-697.
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  • Erduran, S. (2022). Trust in science and science education — part 1. Science and Education, 31(5), 1101-1104.
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  • Scheie, E., Haug, B., & Erduran, S. (2022). Critical thinking in the Norwegian science curriculum. Acta Didactica Norden, 16(2).
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  • Barak, M., Yachin, T., & Erduran, S. (2022). Tracing preservice teachers’ understanding of nature of science through their drawings and writing. Research in Science Education, 53(3), 507-523.
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  • Cheung, K., & Erduran, S. (2022). A systematic review of research on family resemblance approach to nature of science in science education . Science and Education, 32(5), 1637-1673.
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  • Ioannidou, O., & Erduran, S. (2022). Policymakers’ views of future-oriented skills in science education. Frontiers in Education, 7.
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  • Mork, S., Haug, B., Sorborg, O., Ruben, S., & Erduran, S. (2022). Humanising the nature of science: an analysis of the science curriculum in Norway. International Journal of Science Education, 44(10), 1601-1618.
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  • Erduran, S. (2022). List of Reviewers Contributing to Volume 30, 2021. Science & Education, 31(3), 569-573.
    https://doi.org/10.1007/s11191-022-00347-x

  • Cullinane, A., & Erduran, S. (2022). Investigating pre-service teachers’ understanding of nature of science: contributions of an assessment tool based on the reconceptualized family resemblance approach. Interdisciplinary Journal of Environmental and Science Education, 18(4).
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  • Park, W., Erduran, S., & Guilfoyle, L. (2022). Secondary teachers’ instructional practices on argumentation in the context of science and religious education. International Journal of Science Education, 44(8), 1251-1276.
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  • Cullinane, A., & Erduran, S. (2022). Nature of science in preservice science teacher education–case studies of Irish pre-service science teachers . Journal of Science Teacher Education, 34(2), 201-223.
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  • Erduran, S. (2022). Too philosophical, therefore useless for science education?. Science and Education, 31(3), 563-567.
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  • Cullinane, A., Hillier, J., Childs, A., & Erduran, S. (2022). Teachers’ perceptions of Brandon’s Matrix as a framework for the teaching and assessment of scientific methods in school science. Research in Science Education, 53(1), 193-212.
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  • Ioannidou, O., Finch, K., & Erduran, S. (2022). Secondary teachers’ views about teaching and assessing the diversity of scientific methods in practical science. Journal of Education for Teaching, 48(5), 592-608.
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  • Peters-Burton, E., Dagher, Z., & Erduran, S. (2022). Student, teacher, and scientist views of the scientific enterprise: an epistemic network re-analysis. International Journal of Science and Mathematics Education, 21(2), 347-375.
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  • Chan, J., & Erduran, S. (2022). The impact of collaboration between science and religious education teachers on their understanding and views of argumentation . Research in Science Education, 53(1), 121-137.
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  • Huang, X., Erduran, S., Zhang, P., Luo, K., & Li, C. (2022). Enhancing teachers’ STEM understanding through observation, discussion and reflection. Journal of Education for Teaching, 48(5), 576-591.
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  • Wu, J.-Y., & Erduran, S. (2022). Investigating scientists’ views of the family resemblance approach to nature of science in science education. Science and Education, 33(1), 73-102.
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  • Korsager, M., Fiskum, K., Reitan, B., & Erduran, S. (2022). Nature of science in science textbooks for vocational training in Norway. Research in Science & Technological Education, 1-16.
    https://doi.org/10.1080/02635143.2022.2135498

  • caramaschi, M., Cullinane, A., Levrini, O., & Erduran, S. (2021). Mapping the nature of science in the Italian physics curriculum: from missing links to opportunities for reform. International Journal of Science Education, 44(1), 115-135.
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  • Godfrey, H., & Erduran, S. (2021). Argumentation and intellectual humility: a theoretical synthesis and an empirical study about students’ warrants. Research in Science and Technological Education, 41(4), 1350-1371.
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  • Guilfoyle, L., & Erduran, S. (2021). Recalibrating the evolution versus creationism debate for student learning: towards students’ evaluation of evidence in an argumentation task. International Journal of Science Education, 43(18), 2974-2995.
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  • Erduran, S., Ioannidou, O., & Baird, J.-A. (2021). The impact of epistemic framing of teaching videos and summative assessments on students’ learning of scientific methods. International Journal of Science Education, 43(18), 2885-2910.
    https://doi.org/10.1080/09500693.2021.1998717

  • Erduran, S., Ioannidou, O., & baird, J.-A. (2021). The impact of epistemic framing of teaching videos and summative assessments on students’ learning of scientific methods. International Journal of Science Education, 43(18), 2885-2910.
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  • Kaya, S., McCormack, O., Erduran, S., & Birdthistle, N. (2021). Exploring the impact of positing entrepreneurship in nature of science: Initial Science Teachers’ perspectives. Education and Training, 64(7), 996-1017.
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  • Erduran, S. (2021). Methodological diversity in HPS-informed science education research. Science and Education, 30(4), 783-784.
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  • Erduran, S. (2021). Science Education and the Pandemic, 1 Year On (vol 30, pg 201, 2021). Science and Education.
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  • Erduran, S. (2021). Respect for evidence: can science education deliver it?. Science and Education, 30(3), 441-444.
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  • Erduran, S. (2021). List of Reviewers Contributing to Volume 29, 2020. Science & Education, 30(2), 205-208.
    https://doi.org/10.1007/s11191-021-00204-3

  • Ioannidou, O., & Erduran, S. (2021). Beyond hypothesis testing: Investigating the diversity of scientific methods in science teachers’ understanding. Science and Education, 30, 345-364.
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  • El Masri, Y., Erduran, S., & Ioannidou, O. (2021). Designing practical science assessments in England: students’ engagement and perceptions. Research in Science and Technological Education, 41(1), 190-210.
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  • Erduran, S., Guilfoyle, L., & Park, W. (2020). Science and religious education teachers’ views of argumentation and its teaching. Research in Science Education, 52, 655-673.
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  • Lazarou, D., & Erduran, S. (2020). “Evaluate what I was taught, not what you expected me to know”: evaluating students’ arguments based on science teachers’ adaptations to Toulmin’s argument pattern. Journal of Science Teacher Education, 1-19.
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  • Guilfoyle, L., Erduran, S., & Park, W. (2020). An investigation into secondary teachers’ views of argumentation in science and religious education. Journal of Beliefs and Values: Studies in Religion and Education, 42(2 ), 190-204.
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  • Erduran, S., Kaya, E., Cilekrenkli, A., Akgun, S., & Aksoz, B. (2020). Perceptions of nature of science emerging in group discussions: A comparative account of pre-service teachers from Turkey and England. International Journal of Science and Mathematics Education, 19(7), 1375-1396.
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  • Erduran, S., El Masri, Y., Cullinane, A., & Lim-Ng, D. (2020). Assessment of practical science in high stakes examinations: a qualitative analysis of high performing English-speaking countries. International Journal of Science Education, 42(9), 1544-1567.
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  • Erduran, S., El Masri, Y., Cullinane, A., & Ng, Y. (2020). Assessment of practical science in high stakes examinations: a qualitative analysis of high performing English-speaking countries. INTERNATIONAL JOURNAL OF SCIENCE EDUCATION, 1-24.
    https://doi.org/10.1080/09500693.2020.1769876

  • Park, W., Wu, J.-Y., & Erduran, S. (2020). The nature of STEM disciplines in the science education standards documents from the USA, Korea and Taiwan: Focusing on disciplinary aims, values and practices. Science and Education, 29(2020), 899-927.
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  • Erduran, S. (2020). Science education in the era of a pandemic: How can history, philosophy and sociology of science contribute to education for understanding and solving the Covid-19 crisis?. Science and Education, 29(2), 1-3.
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  • Guilfoyle, L., McCormack, O., & Erduran, S. (2020). The "tipping point" for educational research: The role of pre-service science teachers’ epistemic beliefs in evaluating the professional utility of educational research. Teaching and Teacher Education, 90.
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  • Erduran, S. (2020). Editorial vision for Science and Education. Science and Education, 29(1), 1-5.
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  • Erduran, S. (2020). Argumentation in science and religion: match and/or mismatch when applied in teaching and learning?. Journal of Education for Teaching, 46(1), 129-131.
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  • Morris, B., Owens, W., Ellenbogen, K., Erduran, S., & Dunlosky, J. (2019). Measuring informal STEM learning supports across contexts and time. International Journal of STEM Education, 6(2019).
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  • Cullinane, A., Erduran, S., & Wooding, S. (2019). Investigating the diversity of scientific methods in high-stakes chemistry examinations in England. International Journal of Science Education, 41(16), 2201-2217.
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  • Erduran, S. (2019). Synthesis of epistemic cognition: Greene, J.A., Sandoval, W.A., and Bråten, I. (Eds.) (2016), Handbook of Epistemic Cognition, Abingdon, Routledge, ISBN: 9781138013421, 530 pages, £97.99 (Paperback). Science & Education, 28(6-7), 819-821.
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  • Yeh, Y.-F., Erduran, S., & Hsu, Y.-S. (2019). Investigating coherence about nature of science in the science curriculum documents: Taiwan as a case study. Science and Education, 28(3-5), 291-310.
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  • Kelly, R., McGarr, O., Lehane, L., & Erduran, S. (2019). STEM and gender at university: focusing on Irish undergraduate female students’ perceptions. Journal of Applied Research in Higher Education, 11(4), 770-787.
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  • Erduran, S., Dagher, Z., & Macdonald, C. (2019). Contributions of the family resemblance approach to nature of science in science education: A review of emergent research and development. Science and Education, 28(3-5), 311-328.
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  • Erduran, S., & Kaya, E. (2018). Drawing nature of science in pre-service science teacher education: Epistemic insight through visual representations. Research in Science Education, 48(6), 1133-1149.
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  • 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.
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  • 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 and Education, 27(5-6), 457-478.
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  • Martín-Gámez, 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 and Technological Education, 36(4), 463-483.
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  • 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, 13(4), 1091-1099.
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  • 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.

  • Erduran, S. (2017). Developing assessments for the next generation science standards. Assessment in Education: Principles, Policy and Practice, 25(2), 224-226.
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  • Özdem Yilmaz, Y., 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.
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  • 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.
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  • 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.
    https://doi.org/10.1080/09500693.2017.1319988https://ora.ox.ac.uk/objects/uuid:239c11a5-bcdc-46a6-b4c5-7842a7da0292

  • Dagher, Z., & 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.
    https://doi.org/10.1080/14926156.2016.1271923https://ora.ox.ac.uk/objects/uuid:f54df1d8-2cd1-4e60-a107-742423aa241d

  • Kaya, E., & Erduran, S. (2016). From FRA to RFN: How the Family Resemblance Approach Can Be Transformed for Science Curriculum Analysis on Nature of Science. Science and Education, 25(9-10), 1115-1133.
    https://doi.org/10.1007/s11191-016-9861-3https://ora.ox.ac.uk/objects/uuid:b5202dea-8128-48d1-a3ff-3907f1a45a89

  • Erduran, S., & Kaya, E. (2016). Scientific argumentation and deliberative democracy: an incompatible mix in school science?. Theory into Practice, 55(4), 302-310.
    https://doi.org/10.1080/00405841.2016.1208067https://ora.ox.ac.uk/objects/uuid:856c55a8-ff41-4a38-9148-1e8d78e19eed

  • Kelly, R., Erduran, S., Walshe, G., & Guilfoyle, L. (2016). STeP into Science Project: Engaging Students, Teachers and Parents in Debates. Seventh Science and Mathematics Education Conference (SMEC 2016).
    https://ora.ox.ac.uk/objects/uuid:7b4f9f73-a90f-41d6-a9b6-546c64e00d11

  • Dagher, Z., & Erduran, S. (2016). Reconceptualizing the Nature of Science for Science Education. Science & Education, 25(1-2), 147-164.
    https://doi.org/10.1007/s11191-015-9800-8

  • 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, 17(3), 523-531.
    https://doi.org/10.1039/c6rp00011h

  • 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.
    https://doi.org/10.1016/j.ijer.2016.07.008

  • 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), 11.
    https://doi.org/10.1186/s40594-015-0024-x

  • Erduran, S., Ozdem, Y., & Park, J.-Y. (2015). Research trends on argumentation in science education: a journal content analysis from 1998–2014. International Journal of STEM Education, 2(1), 5.
    https://doi.org/10.1186/s40594-015-0020-1

  • ERDURAN, S. (2015). Introduction to the Focus on … Scientific Practices. Science Education, 99(6), 1023-1025.
    https://doi.org/10.1002/sce.21192

  • Erduran, S., & Dagher, Z. (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.
    https://doi.org/10.1080/03323315.2014.984386

  • 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(sup1), s33 - s46.
    https://doi.org/10.1080/16823206.2014.882266

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

  • Erduran, S., & Mugaloglu, E. (2013). Interactions of Economics of Science and Science Education: Investigating the Implications for Science Teaching and Learning. Science & Education, 22(10), 2405-2425.
    https://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.
    https://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.
    https://doi.org/10.1007/s11191-011-9399-3

  • Erduran, S. (2013). Philosophy, Chemistry and Education: An Introduction. Science & Education, 22(7), 1559-1562.
    https://doi.org/10.1007/s11191-012-9526-9

  • 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.
    https://doi.org/10.1002/sce.21057

  • Erduran, S. (2012). Special Issue Reviewers. Science & Education, 21(10), 1611-1613.
    https://doi.org/10.1007/s11191-012-9531-z

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

  • Erduran, S., & Villamanan, R. (2009). Cool Argument: Engineering Students’ Written Arguments about Thermodynamics in the Context of the Peltier Effect in Refrigeration. Educación Química, 20(2), 119-125.
    https://doi.org/10.1016/s0187-893x(18)30018-1

  • 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.
    https://doi.org/10.1080/09500690802065965

  • Duschl, R., Erduran, S., Grandy, R., & Rudolph, J. (2008). Introduction to special issue: Science Studies and Science Education. Science Education, 92(3), 385-388.
    https://doi.org/10.1002/sce.20271

  • 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.
    https://doi.org/10.1002/tea.20213

  • Erduran, S., Bravo, A., & Naaman, R. (2007). Developing epistemologically empowered teachers: examining the role of philosophy of chemistry in teacher education. Science & Education, 16(9-10), 975-989.
    https://doi.org/10.1007/s11191-006-9072-4

  • 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.
    https://doi.org/10.1007/s10698-007-9036-z

  • 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.
    https://doi.org/10.1002/sce.20187

  • 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.
    https://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).
    https://doi.org/10.12973/ejmste/75442

  • 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.
    https://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 & Education, 14(2), 161-171.
    https://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.
    https://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.
    https://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.
    https://doi.org/10.1191/0265532204lt290oa

  • Erduran, S., & Duschl, R. (2004). Interdisciplinary Characterizations of Models and the Nature of Chemical Knowledge in the Classroom. Studies in Science Education, 40(1), 105-138.
    https://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 & Education, 10(6), 581-593.
    https://doi.org/10.1023/a:1017564604949

  • Erduran, S. (1998). Making sense: Simulation-of-research in organic chemistry education. SCIENCE EDUCATION, 82(6), 701-703.
    https://doi.org/10.1002/(SICI)1098-237X(199811)82:6<701::AID-SCE5>3.0.CO;2-L

  • Erduran, S., & Hotchkiss, J. (1995). Nitrite effects on formation of volatile oxidation products from triolein. Journal of Food Science, 60(5), 946-948.
    https://doi.org/10.1111/j.1365-2621.1995.tb06267.x

  • Erduran, S. (n.d.). Book Reviews: Philosophy, Science, Education and Culture. Eurasia Journal of Mathematics Science and Technology Education, 4(3).
    https://doi.org/10.12973/ejmste/75356

  • Adúriz-Bravo, A., & Erduran, S. (n.d.). La epistemología específica de la biología como disciplina emergente y su posible contribución a la didáctica de la biología. Revista De Educación En Biología, 6(1), 9-14.
    https://doi.org/10.59524/2344-9225.v6.n1.36672

  • Erduran, S., Kelly, R., McGarr, O., & Lehanne, L. (n.d.). STEM and Gender at University: focusing on Irish undergraduate female students’ perceptions. Journal of Applied Research in Higher Education.

  • Erduran, S. (n.d.). Cocktail of Food Science and Argumentation: Shaken or Stirred for Learning?. LUMAT International Journal on Math Science and Technology Education, 1(2), 151-.
    https://doi.org/10.31129/lumat.v1i2.1110

  • Erduran, S. (n.d.). Revisiting the Nature of Science in science education: Towards a holistic account of science in science teaching and learning. European Journal of Science and Mathematics Education, 2(2A), 14-25.
    https://doi.org/10.30935/scimath/9622

  • Ebru, K., ERDURAN, S., AKGÜN, S., & AKSÖZ, B. (n.d.). Öğretmen Eğitiminde Bilimin Doğası: Bütünsel Bir Yaklaşım. Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi, 11(2), 464-501.
    https://doi.org/10.17522/balikesirnef.373423

  • Erduran, S. (n.d.). List of Reviewers Contributing to Volume 32, 2023. Science & Education, 1-3.
    https://doi.org/10.1007/s11191-024-00503-5

    • Other

  • Erduran, S. (2020). Bringing nuance to “the Science” in public policy and science understanding. In Science and Education (Vols. 29, Issues 2020, pp. 487-489). Springer.
    https://doi.org/10.1007/s11191-020-00137-3https://ora.ox.ac.uk/objects/uuid:aa11b071-b85e-4cd2-b84d-146c7c928883

  • Erduran, S. (2020). Nature of "STEM"?: Epistemic Underpinnings of Integrated Science, Technology, Engineering, and Mathematics in Education. In Science & education (Vols. 29, Issues 4, pp. 781-784).
    https://doi.org/10.1007/s11191-020-00150-6

  • Kelly, R., Erduran, S., Walshe, G., & Guilfoyle, L. (2016). Step into science: engaging students, teachers and parents in debates – resources for continuing profession development. STeP into Science Project.
    https://ora.ox.ac.uk/objects/uuid:09504bd8-ad4d-4325-91df-e39df2f2490f

    • Funded Research Projects