Sibel Erduran
Sibel Erduran
University of Oxford, United Kingdom
Verified email at education.ox.ac.uk
Title
Cited by
Cited by
Year
Enhancing the quality of argumentation in school science
J Osborne, S Erduran, S Simon
Journal of research in science teaching 41 (10), 994-1020, 2004
17582004
TAPping into argumentation: Developments in the application of Toulmin's argument pattern for studying science discourse
S Erduran, S Simon, J Osborne
Science education 88 (6), 915-933, 2004
15752004
Learning to teach argumentation: Research and development in the science classroom
S Simon, S Erduran, J Osborne
International journal of science education 28 (2-3), 235-260, 2006
9472006
Argumentation in science education: An overview
MP Jiménez-Aleixandre, S Erduran
Argumentation in science education, 3-27, 2007
7402007
Argumentation in science education
S Erduran, MP Jiménez-Aleixandre
Perspectives from classroom-Based Research. Dordre-cht: Springer, 2008
6872008
Arguing to learn and learning to argue: Case studies of how students' argumentation relates to their scientific knowledge
C Von Aufschnaiter, S Erduran, J Osborne, S Simon
Journal of Research in Science Teaching: The Official Journal of the …, 2008
6392008
Reconceptualizing nature of science for science education
S Erduran, ZR Dagher
Reconceptualizing the nature of science for science education, 1-18, 2014
3352014
Enhancing the quality of argument in school science
J Osborne, S Erduran, S Simon, M Monk
School science review 82 (301), 63-70, 2001
2792001
IDeas, Evidence & Argument in Science: CPD Training Pack
J Osborne, S Erduran, S Simon
King's College, 2004
236*2004
Methodological foundations in the study of argumentation in science classrooms
S Erduran
Argumentation in science education, 47-69, 2007
2122007
Learning to teach argumentation: Case studies of pre-service secondary science teachers
S Erduran, D Ardac, B Yakmaci-Guzel
Eurasia Journal of Mathematics, Science and Technology Education 2 (2), 1-14, 2006
1732006
Philosophy of chemistry: An emerging field with implications for chemistry education
S Erduran
Science & Education 10 (6), 581-593, 2001
1722001
The effect of argumentative task goal on the quality of argumentative discourse
M Garcia‐Mila, S Gilabert, S Erduran, M Felton
Science Education 97 (4), 497-523, 2013
1542013
Interdisciplinary characterizations of models and the nature of chemical knowledge in the classroom
S Erduran, RA Duschl
Studies in Science Education 40 (1), 105-138, 2004
1162004
Enhancing the quality of argumentation in science classrooms
J Osborne, S Erduran, S Simon
Journal of Research in Science Teaching 41 (10), 994-1020, 2004
1132004
The nature of pre-service science teachers’ argumentation in inquiry-oriented laboratory context
Y Ozdem, H Ertepinar, J Cakiroglu, S Erduran
International Journal of Science Education 35 (15), 2559-2586, 2013
1022013
The role of argument during discourse about socioscientific issues
DL Zeidler, J Osborne, S Erduran, S Simon, M Monk
The role of moral reasoning on socioscientific issues and discourse in …, 2003
1022003
Research trends on argumentation in science education: a journal content analysis from 1998–2014
S Erduran, Y Ozdem, JY Park
International Journal of STEM Education 2 (1), 1-12, 2015
972015
The nature of chemical knowledge and chemical education
S Erduran, E Scerri
Chemical education: Towards research-based practice, 7-27, 2002
952002
Reconceptualizing the nature of science for science education
ZR Dagher, S Erduran
Science & Education 25 (1-2), 147-164, 2016
842016
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Articles 1–20