Erduran, S (2022) “Trust in Science and Science Education-Part 2.”, Science & education. 1-3.
DOI: http://doi.org/10.1007/s11191-022-00407-2
Peters-Burton, EE, Dagher, ZR, Erduran, S (2022) “Student, teacher, and scientist views of the scientific enterprise: an epistemic network re-analysis”, International Journal of Science and Mathematics Education.
DOI: http://doi.org/10.1007/s10763-022-10254-w
Wu, J-Y, Erduran, S (2022) “Investigating scientists’ views of the family resemblance approach to nature of science in science education”, Science and Education.
DOI: http://doi.org/10.1007/s11191-021-00313-z
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.
DOI: http://doi.org/10.1080/02607476.2021.2006571
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.
DOI: http://doi.org/10.1007/s11165-022-10044-y
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. 1-23.
DOI: http://doi.org/10.1080/1046560X.2022.2042978
Erduran, S (2022) “Too Philosophical, Therefore Useless for Science Education?”, Science & education. 31(3) 563-567.
DOI: http://doi.org/10.1007/s11191-022-00340-4
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.
DOI: http://doi.org/10.1080/09500693.2022.2074565
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)
DOI: http://doi.org/10.21601/ijese/12111
Mork, SM, Haug, BS, Sorborg, O, Ruben, SP, Erduran, S (2022) “Humanising the nature of science: an analysis of the science curriculum in Norway”, International Journal of Science Education.
DOI: http://doi.org/10.1080/09500693.2022.2088876
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.
DOI: http://doi.org/10.1007/s11165-022-10041-1
Ioannidou, O, Erduran, S (2022) “Policymakers' Views of Future-Oriented Skills in Science Education”, FRONTIERS IN EDUCATION. 7
DOI: http://doi.org/10.3389/feduc.2022.910128
Barak, M, Yachin, T, Erduran, S (2022) “Tracing Preservice Teachers' Understanding of Nature of Science Through Their Drawings and Writing”, RESEARCH IN SCIENCE EDUCATION.
DOI: http://doi.org/10.1007/s11165-022-10069-3
Erduran, S (2022) “Trust in Science and Science Education - Part 1.”, Science & education. 31(5) 1101-1104.
DOI: http://doi.org/10.1007/s11191-022-00386-4
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.
DOI: http://doi.org/10.1080/02635143.2022.2135498
Takriti, RA, Erduran, S, Tairab, H, Kaya, E, Alhosani, N, Rabbani, L, Alamirah, I (2022) “Translation and validation of a questionnaire for measuring teachers' views on nature of science”, RESEARCH IN SCIENCE & TECHNOLOGICAL EDUCATION.
DOI: http://doi.org/10.1080/02635143.2022.2138846
Barak, M, Ginzburg, T, Erduran, S (2022) “Nature of Engineering A Cognitive and Epistemic Account with Implications for Engineering Education”, SCIENCE & EDUCATION.
DOI: http://doi.org/10.1007/s11191-022-00402-7
Scheie, E, Haug, B, Erduran, S (2022) “Critical thinking in the Norwegian science curriculum”, Acta Didactica Norden. 16(2)
DOI: http://doi.org/10.5617/adno.9060
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 & TECHNOLOGICAL EDUCATION.
DOI: http://doi.org/10.1080/02635143.2022.2153243
Cheung, KKC, Erduran, S (2022) “A systematic review of research on family resemblance approach to nature of science in science education”, Science and Education.
DOI: http://doi.org/10.1007/s11191-022-00379-3
Erduran, S (2021) “Science Education and the Pandemic, 1 Year On (vol 30, pg 201, 2021)”, Science and Education.
DOI: http://doi.org/10.1007/s11191-021-00247-6
Erduran, S (2021) “Methodological diversity in HPS-informed science education research”, Science and Education. 30(4) 783-784.
DOI: http://doi.org/10.1007/s11191-021-00260-9
Erduran, S (2021) “Respect for evidence: can science education deliver it?”, Science and Education. 30(3) 441-444.
DOI: http://doi.org/10.1007/s11191-021-00245-8
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. 1-3.
DOI: http://doi.org/10.1007/s11191-020-00122-w
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 103033-103033.
DOI: http://doi.org/10.1016/j.tate.2020.103033
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.
DOI: http://doi.org/10.1080/1046560X.2020.1820663
Erduran, S, El Masri, Y, Cullinane, A, Ng, YPD (2020) “Assessment of practical science in high stakes examinations: a qualitative analysis of high performing English-speaking countries”, INTERNATIONAL JOURNAL OF SCIENCE EDUCATION.
DOI: http://doi.org/10.1080/09500693.2020.1769876
Cullinane, A, Erduran, S, Wooding, SJ (2019) “Investigating the diversity of scientific methods in high-stakes chemistry examinations in England”, INTERNATIONAL JOURNAL OF SCIENCE EDUCATION. 41(16) 2201-2217.
DOI: http://doi.org/10.1080/09500693.2019.1666216
Morris, BJ, Owens, W, Ellenbogen, K, Erduran, S, Dunlosky, J (2019) “Measuring informal STEM learning supports across contexts and time”, INTERNATIONAL JOURNAL OF STEM EDUCATION. 6(1)
DOI: http://doi.org/10.1186/s40594-019-0195-y
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.
DOI: http://doi.org/10.1007/s11191-019-00061-1
Martin-Gamez, C, Erduran, S (2019) “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
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
Dagher, ZR, Erduran, S (2018) “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
ERDURAN, S, Kaya, E (2018) “Drawing nature of science in pre-service science teacher education: Epistemic insight through visual representations”, Research in Science Education.
DOI: http://doi.org/10.1007/s11165-018-9773-0
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
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
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
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 & EDUCATION. 25(9-10) 1115-1133.
DOI: http://doi.org/10.1007/s11191-016-9861-3
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
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
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
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, 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
DOI: http://doi.org/10.1186/s40594-015-0020-1
Evagorou, M, Erduran, S, Mantyla, 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
DOI: http://doi.org/10.1186/s40594-015-0024-x
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, 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, 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
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
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
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
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) “Metaphor and Analogy in Science Education”, INTERNATIONAL JOURNAL OF SCIENCE EDUCATION. 31(1) 147-149.
DOI: http://doi.org/10.1080/09500690802065965
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.
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
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
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
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
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
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
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
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, 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
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 (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 (1998) “Making sense: Simulation-of-research in organic chemistry education”, SCIENCE EDUCATION. 82(6) 701-703.
DOI: http://doi.org/10.1002/(SICI)1098-237X(199811)82:6<701::AID-SCE5>3.0.CO;2-L
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
ERDURAN, SIBEL, Kelly, R, McGarr, O, Lehanne, L “STEM and gender at university: focusing on Irish undergraduate female students’ perceptions”, Journal of Applied Research in Higher Education.
DOI: http://doi.org/10.1108/JARHE-07-2018-0127
ERDURAN, S “"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.
DOI: http://doi.org/10.1080/09500693.2022.2154132
ERDURAN, SIBEL, Dagher, Z, MacDonald, C “Contributions of the family resemblance approach to nature of science in science education: A review of emergent research and development”, Science and Education.
DOI: http://doi.org/10.1007/s11191-019-00052-2
“Toulmin’s argument pattern as a “horizon of possibilities” in the study of argumentation in science education”, Cultural Studies of Science Education.
DOI: http://doi.org/10.1007/s11422-017-9847-8
Kelly, R, ERDURAN, S, Walshe, G, GUILFOYLE, L “STeP into Science Project: Engaging Students, Teachers and Parents in Debates”, Chemistry in Action.
ERDURAN, S “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
Erduran, S “Editorial vision for Science and Education”, Science & Education.
DOI: http://doi.org/10.1007/s11191-020-00102-0
“Developing assessments for the next generation science standards”, Assessment in Education: Principles, Policy and Practice.
DOI: http://doi.org/10.1080/0969594X.2017.1358150
“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, Kaya, E, Cilekrenkli, A, Akgun, S, Aksoz, B “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.
DOI: http://doi.org/10.1007/s10763-020-10110-9
Erduran, S “Argumentation in science and religion: match and/or mismatch when applied in teaching and learning?”, Journal of Education for Teaching. 1-3.
DOI: http://doi.org/10.1080/02607476.2019.1708624
Erduran, S, Kelly, R, McGarr, O, Lehanne, L “STEM and Gender at University: focusing on Irish undergraduate female students’ perceptions”, Journal of Applied Research in Higher Education.
PARK, W, Wu, J-Y, ERDURAN, S “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(4) 899-927.
DOI: http://doi.org/10.1007/s11191-020-00139-1
Caramaschi, M, CULLINANE, A, ERDURAN, S, Levrini, O “Mapping the nature of science in the Italian physics curriculum: from missing links to opportunities for reform”, International Journal of Science Education.
DOI: http://doi.org/10.1080/09500693.2021.2017061
GUILFOYLE, L, ERDURAN, S “Recalibrating the evolution versus creationism debate for student learning: towards students’ evaluation of evidence in an argumentation task”, International Journal of Science Education.
DOI: http://doi.org/10.1080/09500693.2021.2004330
ERDURAN, S, Godfrey, H “Argumentation and intellectual humility: a theoretical synthesis and an empirical study about students’ warrants”, Research in Science and Technological Education.
DOI: http://doi.org/10.1080/02635143.2021.2006622
Ioannidou, O, Finch, K, ERDURAN, S “Secondary teachers’ views about teaching and assessing the diversity of scientific methods in practical science”, Journal of Education for Teaching.
DOI: http://doi.org/10.1080/02607476.2021.2006572
ERDURAN, S, Ioannidou, O, baird, J-A “The impact of epistemic framing of teaching videos and summative assessments on students’ learning of scientific methods”, International Journal of Science Education.
DOI: http://doi.org/10.1080/09500693.2021.1998717
ERDURAN, S, Ioannidou, O, Baird, J-A “The impact of epistemic framing of teaching videos and summative assessments on students' learning of scientific methods.”, International Journal of Science Education.
DOI: http://doi.org/10.1080/09500693.2021.1998717
ERDURAN, S, Kaya, S, McCormack, O, Birdthistle, N “Exploring the impact of positing entrepreneurship in nature of science: Initial Science Teachers’ perspectives”, Education + Training.
DOI: http://doi.org/10.1108/ET-05-2021-0180
CULLINANE, A, ERDURAN, S, EL MASRI, Y, Lim-Ng, D “Assessment of practical science in high stakes examinations: a qualitative analysis of high performing English-speaking countries”, International Journal of Science Education.
DOI: http://doi.org/10.1080/09500693.2020.1769876
EL MASRI, Y, ERDURAN, S, Ioannidou, O “Designing practical science assessments in England: students’ engagement and perceptions”, Research in Science and Technological Education.
DOI: http://doi.org/10.1080/02635143.2021.1872519
Ioannidou, O, ERDURAN, S “Beyond hypothesis testing: Investigating the diversity of scientific methods in science teachers' understanding”, Science and Education.
DOI: http://doi.org/10.1007/s11191-020-00185-9
ERDURAN, S, GUILFOYLE, L, PARK, W “Science and religious education teachers’ views of argumentation and its teaching”, Research in Science Education.
DOI: http://doi.org/10.1007/s11165-020-09966-2
GUILFOYLE, L, ERDURAN, S, PARK, W “An investigation into secondary teachers’ views of argumentation in science and religious education”, Journal of Beliefs and Values: studies in religion and education.
DOI: http://doi.org/10.1080/13617672.2020.1805925
ERDURAN, SIBEL, Yeh, Y-F, Hsu, Y-S “Investigating coherence about nature of science in the science curriculum documents: Taiwan as a case study”, Science and Education.
DOI: http://doi.org/10.1007/s11191-019-00053-1