Skip to content

Department of Education

Sibel Erduran

Professor of Science Education and Director for Research

College Affiliation: St Cross College

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.

Funded Research Projects:

Doctoral Applications

Sibel welcomes doctoral applications from students interested in the following research areas:

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

Publications:

  • Books

    • Erduran, S., & Kaya, E. (2019). Transforming Teacher Education Through the Epistemic Core of Chemistry. Springer. https://www.springer.com/gp/book/9783030153250

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

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

    • Erduran, S., & Kaya, E. (2019). Transforming Teacher Education Through the Epistemic Core of Chemistry: Empirical Evidence and Practical Strategies (pp. 1-189). https://doi.org/10.1007/978-3-030-15326-7
      DOI: https://doi.org/10.1007/978-3-030-15326-7

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

    • Erduran, S., & Dagher, Z. (2014). Reconceptualizing the Nature of Science for Science Education : Scientific Knowledge, Practices and Other Family Categories. Springer. https://www.springer.com/gp/book/9789401790567

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

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

  • Book chapters

    • 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 (pp. 1-32). AIP Publishing. https://doi.org/10.1063/9780735425477_016
      DOI: https://doi.org/10.1063/9780735425477_016

    • 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
      DOI: 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). https://doi.org/10.4324/9781003098478-2
      DOI: 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
      DOI: 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
      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
      DOI: 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
      DOI: 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_8
      https://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 Science: Philosophy, History and Education (pp. 97-113). https://doi.org/10.1007/978-3-030-47260-3_6
      DOI: 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 Science: Philosophy, History and Education (pp. 377-397). https://doi.org/10.1007/978-3-030-57239-6_21
      DOI: 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/10.1007/978-981-13-6998-8
      https://ora.ox.ac.uk/objects/uuid:cf15aa52-7749-498a-aa35-b7624922f177

    • ERDURAN, S., CULLINANE, A., & Wooding, S. (2019). Assessment of practical chemistry in England: An analysis of methods assessed in high stakes examinations. In Research and Practice in Chemistry Education Advances from the 25th IUPAC International Conference on Chemistry Education 2018. Springer.

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

    • Rollnick, M., Erduran, S., & Kaya, E. (2019). Transforming Teacher Education Through the Epistemic Core of Chemistry Empirical Evidence and Practical Strategies Introduction. In TRANSFORMING TEACHER EDUCATION THROUGH THE EPISTEMIC CORE OF CHEMISTRY: EMPIRICAL EVIDENCE AND PRACTICAL STRATEGIES (p. XIII - XV).

    • Erduran, S., Kaya, E., 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
      DOI: https://doi.org/10.1007/978-3-030-15326-7_4

    • Erduran, S., Kaya, E., 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
      DOI: https://doi.org/10.1007/978-3-030-15326-7_6

    • Erduran, S., Kaya, E., Erduran, S., & Kaya, E. (2019). Epistemic Beliefs and Teacher Education. In TRANSFORMING TEACHER EDUCATION THROUGH THE EPISTEMIC CORE OF CHEMISTRY: EMPIRICAL EVIDENCE AND PRACTICAL STRATEGIES (pp. 51-80). https://doi.org/10.1007/978-3-030-15326-7_3
      DOI: https://doi.org/10.1007/978-3-030-15326-7_3

    • Erduran, S., Kaya, E., 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
      DOI: https://doi.org/10.1007/978-3-030-15326-7_1

    • Erduran, S., Kaya, E., 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
      DOI: https://doi.org/10.1007/978-3-030-15326-7_8

    • Erduran, S., Kaya, E., 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
      DOI: https://doi.org/10.1007/978-3-030-15326-7_2

    • Erduran, S., Kaya, E., 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
      DOI: https://doi.org/10.1007/978-3-030-15326-7_5

    • Erduran, S., Kaya, E., 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
      DOI: https://doi.org/10.1007/978-3-030-15326-7_7

    • Erduran, S. (2019). Epilogue-understanding STEM for STEM education: Toward a systems approach. In Asia-Pacific STEM Teaching Practices: From Theoretical Frameworks to Practices (pp. 205-213). https://doi.org/10.1007/978-981-15-0768-7_13
      DOI: https://doi.org/10.1007/978-981-15-0768-7_13

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

    • 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., & Dagher, Z. (2017). 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. Springer.

    • 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_2
      https://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: AN INTERNATIONAL COURSE COMPANION (pp. 81-90).

    • 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 (pp. 153-162). https://doi.org/10.4324/9781315467139
      DOI: https://doi.org/10.4324/9781315467139

    • 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.

    • 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 (pp. 275-288). https://doi.org/10.1007/978-981-10-0847-4_15
      DOI: https://doi.org/10.1007/978-981-10-0847-4_15

    • ERDURAN, S., Xolocotzin, U., & Yeh, S. (2015). Emotional modulation of perspective taking: implications for computer supported argumentation. In Emotions, Technology, and Behaviors. Academic Press.

    • 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. Routledge.

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

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

    • 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., & 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., & 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
      DOI: https://doi.org/10.1007/978-94-017-9057-4_1

    • 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
      DOI: https://doi.org/10.1007/978-94-017-9057-4_8

    • 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
      DOI: 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
      DOI: 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
      DOI: https://doi.org/10.1007/978-94-017-9057-4_5

    • 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
      DOI: https://doi.org/10.1007/978-94-017-9057-4_2

    • 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
      DOI: https://doi.org/10.1007/978-94-017-9057-4_7

    • 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
      DOI: https://doi.org/10.1007/978-94-017-9057-4_4

    • 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). https://doi.org/10.1007/978-94-007-7654-8_10
      DOI: 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). https://doi.org/10.1007/978-94-007-7654-8_37
      DOI: https://doi.org/10.1007/978-94-007-7654-8_37

    • ERDURAN, S., & Wong, A. (2013). Science curriculum reform on “Science for All” across national contexts: case studies of curricula from England and Hong Kong. In Science Education for Diversity Theory and Practice. Springer Science & Business Media.

    • 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). Philosophy of chemistry: An emerging field with implications for chemistry education. In Science Education and Culture The Contribution of History and Philosophy of Science. Springer Science & Business Media.

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

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

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

    • Kyza, E., Erduran, S., & Tiberghien, A. (2009). Technology-Enhanced Learning in Science. In TECHNOLOGY-ENHANCED LEARNING: PRINCIPLES AND PRODUCTS (pp. 121-134). https://doi.org/10.1007/978-1-4020-9827-7_8
      DOI: https://doi.org/10.1007/978-1-4020-9827-7_8

    • She, H.-C., Yore, L., Anderson, J., Erduran, S., Graeber, 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: INTERNATIONAL PERSPECTIVES AND GOLD STANDARDS (pp. 467-509). https://doi.org/10.1007/978-1-4020-8427-0_23
      DOI: https://doi.org/10.1007/978-1-4020-8427-0_23

    • 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.

    • Pilar Jimenez-Aleixandre, M., & Erduran, S. (2008). Argumentation in Science Education: An Overview. In ARGUMENTATION IN SCIENCE EDUCATION: PERSPECTIVES FROM CLASSROOM-BASED RESEARCH (pp. 3-27).

    • Erduran, S. (2008). Methodological Foundations in the Study of Argumentation in Science Classrooms. In ARGUMENTATION IN SCIENCE EDUCATION: PERSPECTIVES FROM CLASSROOM-BASED RESEARCH (pp. 47-69).

    • 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.

    • von Aufschnaiter, C., Erduran, S., Osborne, J., & Simon, S. (2007). ARGUMENTATION AND THE LEARNING OF SCIENCE. In CONTRIBUTIONS FROM SCIENCE EDUCATION RESEARCH (pp. 377-388).

    • 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
      DOI: https://doi.org/10.1007/978-1-4020-5032-9_31

    • ERDURAN, S., & Scerri, E. (2006). The nature of chemical knowledge and chemical education. In Chemical Education: Towards Research-based Practice. Springer Science & Business Media.

    • 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.

    • Zeidler, D., Osborne, J., Erduran, S., Simon, S., & Monk, M. (2006). THE ROLE OF ARGUMENT DURING DISCOURSE ABOUT SOCIOSCIENTIFIC ISSUES. In ROLE OF MORAL REASONING ON SOCIOSCIENTIFIC ISSUES AND DISCOURSE IN SCIENCE EDUCATION (pp. 97-116).

    • 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., 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. (2005). THE ROLE OF ARGUMENTATION IN DEVELOPING SCIENTIFIC LITERACY. In RESEARCH AND THE QUALITY OF SCIENCE EDUCATION (pp. 381-394). https://doi.org/10.1007/1-4020-3673-6_30
      DOI: https://doi.org/10.1007/1-4020-3673-6_30

    • 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.

    • 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 (pp. 198-217). https://doi.org/10.4324/9780203447864
      DOI: https://doi.org/10.4324/9780203447864

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

  • Journal articles

    • 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. https://doi.org/10.1016/j.puhe.2023.03.001
      https://ora.ox.ac.uk/objects/uuid:6dfb2a3c-4e4f-4446-9450-1a8c7c57d38e

    • Dagher, Z., & Erduran, S. (2023). To FRA or not to FRA: What is the question for science education?. SCIENCE & EDUCATION. https://doi.org/10.1007/s11191-023-00425-8
      DOI: https://doi.org/10.1007/s11191-023-00425-8

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

    • 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. https://doi.org/10.1080/09500693.2023.2168139
      DOI: https://doi.org/10.1080/09500693.2023.2168139

    • Erduran, S. (2022). Trust in Science and Science Education-Part 2. Science & Education, 1-3. https://doi.org/10.1007/s11191-022-00407-2
      DOI: https://doi.org/10.1007/s11191-022-00407-2

    • 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. https://doi.org/10.1080/02635143.2022.2135498
      DOI: https://doi.org/10.1080/02635143.2022.2135498

    • Barak, M., Yachin, T., & Erduran, S. (2022). Tracing Preservice Teachers’ Understanding of Nature of Science Through Their Drawings and Writing. RESEARCH IN SCIENCE EDUCATION. https://doi.org/10.1007/s11165-022-10069-3
      DOI: https://doi.org/10.1007/s11165-022-10069-3

    • Cheung, K., & Erduran, S. (2022). A systematic review of research on family resemblance approach to nature of science in science education . Science and Education. https://doi.org/10.1007/s11191-022-00379-3
      https://ora.ox.ac.uk/objects/uuid:de12a07c-05cb-4b4f-8b5d-b4ba5f920c7c

    • Ioannidou, O., & Erduran, S. (2022). Policymakers’ Views of Future-Oriented Skills in Science Education. FRONTIERS IN EDUCATION, 7. https://doi.org/10.3389/feduc.2022.910128
      DOI: https://doi.org/10.3389/feduc.2022.910128

    • 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. https://doi.org/10.1080/09500693.2022.2088876
      https://ora.ox.ac.uk/objects/uuid:1576c793-b5d9-4060-8725-db71b63474e6

    • 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). https://doi.org/10.21601/ijese/12111
      https://ora.ox.ac.uk/objects/uuid:8294bf7b-4af8-4971-aebe-df67adb9752d

    • 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. https://doi.org/10.1080/09500693.2022.2074565
      https://ora.ox.ac.uk/objects/uuid:28c46a38-8896-4166-8835-f11d2251f61d

    • 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. https://doi.org/10.1080/1046560X.2022.2042978
      https://ora.ox.ac.uk/objects/uuid:788d688d-34e4-4b8c-b01c-568b46643c98

    • 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. https://doi.org/10.1007/s11165-022-10044-y
      https://ora.ox.ac.uk/objects/uuid:915b5d3d-0bcc-4154-928e-5579b9a54827

    • 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. https://doi.org/10.1080/02607476.2021.2006572
      https://ora.ox.ac.uk/objects/uuid:88dd7a16-7a5c-4b04-802f-89098163719d

    • 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. https://doi.org/10.1007/s10763-022-10254-w
      https://ora.ox.ac.uk/objects/uuid:60551db7-b34b-4b89-a720-ac431ed87174

    • 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. https://doi.org/10.1007/s11165-022-10041-1
      https://ora.ox.ac.uk/objects/uuid:b69a3250-e233-4a0c-9a8f-905b1b1da123

    • 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. https://doi.org/10.1080/02607476.2021.2006571
      https://ora.ox.ac.uk/objects/uuid:a1a4bc44-8e8e-4ba0-a0ff-e3c192b4a513

    • Wu, J.-Y., & Erduran, S. (2022). Investigating scientists’ views of the family resemblance approach to nature of science in science education. Science and Education. https://doi.org/10.1007/s11191-021-00313-z
      https://ora.ox.ac.uk/objects/uuid:3bd0f50d-c320-4958-8624-5219c30e25ed

    • Erduran, S. (2022). Trust in Science and Science Education - Part 1. Science & Education, 31(5), 1101-1104. https://doi.org/10.1007/s11191-022-00386-4
      DOI: https://doi.org/10.1007/s11191-022-00386-4

    • Barak, M., Ginzburg, T., & Erduran, S. (2022). Nature of Engineering A Cognitive and Epistemic Account with Implications for Engineering Education. SCIENCE & EDUCATION. https://doi.org/10.1007/s11191-022-00402-7
      DOI: https://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). https://doi.org/10.5617/adno.9060
      DOI: https://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. https://doi.org/10.1080/02635143.2022.2153243
      DOI: https://doi.org/10.1080/02635143.2022.2153243

    • Erduran, S. (2022). Too Philosophical, Therefore Useless for Science Education?. Science & Education, 31(3), 563-567. https://doi.org/10.1007/s11191-022-00340-4
      DOI: https://doi.org/10.1007/s11191-022-00340-4

    • Takriti, R., 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. https://doi.org/10.1080/02635143.2022.2138846
      DOI: https://doi.org/10.1080/02635143.2022.2138846

    • 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. https://doi.org/10.1080/09500693.2021.2017061
      https://ora.ox.ac.uk/objects/uuid:81e4630f-bf49-498d-9928-8a95e3bf07bf

    • 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. https://doi.org/10.1080/02635143.2021.2006622
      https://ora.ox.ac.uk/objects/uuid:42622a4e-f142-4baf-b63f-6a2229bddd25

    • 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. https://doi.org/10.1080/09500693.2021.2004330
      https://ora.ox.ac.uk/objects/uuid:d20eacb1-5003-4f67-9d4d-a82c2956bfbf

    • 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
      DOI: 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. https://doi.org/10.1080/09500693.2021.1998717
      https://ora.ox.ac.uk/objects/uuid:5145b593-5807-43ce-9f82-995d3272d9db

    • 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. https://doi.org/10.1108/ET-05-2021-0180
      https://ora.ox.ac.uk/objects/uuid:504386a0-7970-49ee-8415-72d948861346

    • Erduran, S. (2021). Methodological diversity in HPS-informed science education research. Science and Education, 30(4), 783-784. https://doi.org/10.1007/s11191-021-00260-9
      https://ora.ox.ac.uk/objects/uuid:35466984-f89c-41e4-9cc7-2b7b57896623

    • Erduran, S. (2021). Science Education and the Pandemic, 1 Year On (vol 30, pg 201, 2021). Science and Education. https://doi.org/10.1007/s11191-021-00247-6
      DOI: https://doi.org/10.1007/s11191-021-00247-6

    • Erduran, S. (2021). Respect for evidence: can science education deliver it?. Science and Education, 30(3), 441-444. https://doi.org/10.1007/s11191-021-00245-8
      https://ora.ox.ac.uk/objects/uuid:dc781201-7a35-4ab3-b395-7dc0e9821e09

    • Ioannidou, O., & Erduran, S. (2021). Beyond hypothesis testing: Investigating the diversity of scientific methods in science teachers’ understanding. Science and Education, 30, 345-364. https://doi.org/10.1007/s11191-020-00185-9
      https://ora.ox.ac.uk/objects/uuid:c11d33b7-28d7-4187-b8c6-2afa29ef3000

    • 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. https://doi.org/10.1080/02635143.2021.1872519
      https://ora.ox.ac.uk/objects/uuid:47b421f3-b489-43bf-b69c-9405f5b451fe

    • 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. https://doi.org/10.1007/s11165-020-09966-2
      https://ora.ox.ac.uk/objects/uuid:ce490745-ebbc-4017-977e-b2e97d7aea7a

    • 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. https://doi.org/10.1080/1046560X.2020.1820663
      https://ora.ox.ac.uk/objects/uuid:ddfe8314-26be-488e-b765-23d1c05a4b4f

    • 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. https://doi.org/10.1080/13617672.2020.1805925
      https://ora.ox.ac.uk/objects/uuid:c57b7334-3bad-4006-94eb-61865090c199

    • 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. https://doi.org/10.1007/s10763-020-10110-9
      https://ora.ox.ac.uk/objects/uuid:a5cedcbd-a07a-4b43-a2f4-d673ffc844be

    • 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
      DOI: https://doi.org/10.1080/09500693.2020.1769876

    • 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. https://doi.org/10.1080/09500693.2020.1769876
      https://ora.ox.ac.uk/objects/uuid:d48dc9b3-d311-4d40-a5c3-0a1453aaa7ed

    • 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. https://doi.org/10.1007/s11191-020-00139-1
      https://ora.ox.ac.uk/objects/uuid:c2dca8c2-50b7-46f9-97f9-afee310b7efe

    • 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. https://doi.org/10.1007/s11191-020-00122-w
      https://ora.ox.ac.uk/objects/uuid:6db8d1b5-9300-47fc-9d1b-d19b74b0dad1

    • 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. https://doi.org/10.1016/j.tate.2020.103033
      https://ora.ox.ac.uk/objects/uuid:e31a9013-0667-43b8-9df9-a2a80d034e99

    • Erduran, S. (2020). Editorial vision for Science and Education. Science and Education, 29(1), 1-5. https://doi.org/10.1007/s11191-020-00102-0
      https://ora.ox.ac.uk/objects/uuid:cc2c715f-963c-4730-945c-a979bbdb15bf

    • 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. https://doi.org/10.1080/02607476.2019.1708624
      https://ora.ox.ac.uk/objects/uuid:94720d95-d4e1-4120-8d77-d1ea022167d6

    • 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). https://doi.org/10.1186/s40594-019-0195-y
      https://ora.ox.ac.uk/objects/uuid:20b02e28-ba42-45a4-a0ed-4dc5e5e35230

    • 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. https://doi.org/10.1080/09500693.2019.1666216
      https://ora.ox.ac.uk/objects/uuid:ebc89b42-a19a-4869-8e59-55b760ec75fc

    • 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. https://doi.org/10.1007/s11191-019-00061-1
      https://ora.ox.ac.uk/objects/uuid:3d043da5-35e8-4392-9298-badef57e4857

    • 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. https://doi.org/10.1007/s11191-019-00053-1
      https://ora.ox.ac.uk/objects/uuid:915c1c3b-fd32-49f8-bdda-13c90bceb3aa

    • 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. https://doi.org/10.1108/JARHE-07-2018-0127
      https://ora.ox.ac.uk/objects/uuid:0839e49c-73aa-4724-af6d-3290ecd9810b

    • 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. https://doi.org/10.1007/s11191-019-00052-2
      https://ora.ox.ac.uk/objects/uuid:302c1776-2068-4f40-9788-0e7d2d7372e2

    • 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. https://doi.org/10.1007/s11165-018-9773-0
      https://ora.ox.ac.uk/objects/uuid:34d02617-9628-485a-bca9-c54d24d63f1f

    • 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. https://doi.org/10.1080/03323315.2018.1512886
      https://ora.ox.ac.uk/objects/uuid:3050b956-97cb-46c7-92a6-19e63e25e907

    • 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. https://doi.org/10.1007/s11191-018-9990-y
      https://ora.ox.ac.uk/objects/uuid:89670110-f0bc-4015-9532-52507bad40ed

    • 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. https://doi.org/10.1080/02635143.2018.1427568
      https://ora.ox.ac.uk/objects/uuid:afc3cb63-2bfe-46a5-8e17-e4c1a9d06fd5

    • 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. https://doi.org/10.1007/s11422-017-9847-8
      https://ora.ox.ac.uk/objects/uuid:e5386620-2e2b-4463-b17e-e1d6e4a77ef6

    • 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. https://doi.org/10.1080/0969594X.2017.1358150
      https://ora.ox.ac.uk/objects/uuid:28e578a6-52bc-43e8-bc24-990f8e6384b1

    • 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. https://doi.org/10.1080/09500693.2017.1336807
      https://ora.ox.ac.uk/objects/uuid:9e32f2a6-1217-4369-8e26-ccf721f00fe8

    • 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. https://doi.org/10.1016/j.lcsi.2017.05.003
      https://ora.ox.ac.uk/objects/uuid:7935277d-1c39-4c34-bebb-12a6ddbb4014

    • 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/10.1080/09500693.2017.1319988
      https://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/10.1080/14926156.2016.1271923
      https://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/s11191-016-9861-3
      https://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/10.1080/00405841.2016.1208067
      https://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
      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
      DOI: 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 RESEARCH AND PRACTICE, 17(3), 523-531. https://doi.org/10.1039/c6rp00011h
      DOI: 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
      DOI: https://doi.org/10.1016/j.ijer.2016.07.008

    • Erduran, S. (2015). Introduction to the Focus on ... Scientific Practices. SCIENCE EDUCATION, 99(6), 1023-1025. https://doi.org/10.1002/sce.21192
      DOI: https://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. https://doi.org/10.1186/s40594-015-0020-1
      DOI: https://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. https://doi.org/10.1186/s40594-015-0024-x
      DOI: https://doi.org/10.1186/s40594-015-0024-x

    • 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
      DOI: 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, S33 - S46. https://doi.org/10.1080/16823206.2014.882266
      DOI: 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
      DOI: 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
      DOI: https://doi.org/10.1080/09500693.2011.611835

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

    • 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
      DOI: https://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. https://doi.org/10.1002/sce.21057
      DOI: https://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. https://doi.org/10.1007/s11191-010-9273-8
      DOI: https://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. https://doi.org/10.1080/09500690802065965
      DOI: https://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. https://doi.org/10.1002/sce.20271
      DOI: 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
      DOI: 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 and Education, 16(9-10), 975-989. https://doi.org/10.1007/s11191-006-9072-4
      DOI: 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
      DOI: 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
      DOI: 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
      DOI: 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), 1-14. https://doi.org/10.12973/ejmste/75442
      DOI: 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
      DOI: 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 and Education, 14(2), 161-171. https://doi.org/10.1007/s11191-005-0687-7
      DOI: 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
      DOI: 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
      DOI: https://doi.org/10.1002/sce.20012

    • 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
      DOI: https://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. https://doi.org/10.1191/0265532204lt290oa
      DOI: https://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. https://doi.org/10.1023/A:1017564604949
      DOI: 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
      DOI: 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
      DOI: https://doi.org/10.1111/j.1365-2621.1995.tb06267.x

    • Erduran, S. (n.d.). "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. https://ora.ox.ac.uk/objects/uuid:cdae2fd2-855d-4383-bfde-d77116be698a
      https://ora.ox.ac.uk/objects/uuid:cdae2fd2-855d-4383-bfde-d77116be698a

    • 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.

  • 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/s11191-020-00137-3
      https://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
      DOI: https://doi.org/10.1007/s11191-020-00150-6

    • Kelly, R., ERDURAN, S., Walshe, G., & GUILFOYLE, L. (n.d.). STeP into Science: Engaging Students, Teachers and Parents in Debates - Resources for Continuing Profession Development. https://www.academia.edu/29010716/STeP_into_Science_Engaging_Students_Teachers_and_Parents_in_Debates.

Follow Us