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Sibel Erduran
Sibel Erduran
University of Oxford, United Kingdom
Verifierad e-postadress på education.ox.ac.uk
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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
25602004
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
23462004
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
13142006
Argumentation in science education
S Erduran, MP Jiménez-Aleixandre
Perspectives from classroom-Based Research. Dordre-cht: Springer, 2008
11592008
Argumentation in science education: An overview
MP Jiménez-Aleixandre, S Erduran
Argumentation in science education: Perspectives from classroom-based …, 2007
11512007
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
9292008
Reconceptualizing nature of science for science education
S Erduran, ZR Dagher, S Erduran, ZR Dagher
Reconceptualizing the nature of science for science education: Scientific …, 2014
7532014
Enhancing the quality of argument in school science
J Osborne, S Erduran, S Simon, M Monk
School science review 82 (301), 63-70, 2001
3602001
Methodological foundations in the study of argumentation in science classrooms
S Erduran
Argumentation in science education: Perspectives from classroom-based …, 2007
3242007
Ideas, evidence and argument in science
J Osborne, S Erduran, S Simon
289*2004
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
2782006
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, 1-12, 2015
2552015
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
2552013
The role of visual representations in scientific practices: from conceptual understanding and knowledge generation to ‘seeing’how science works
M Evagorou, S Erduran, T Mäntylä
International journal of Stem education 2, 1-13, 2015
2432015
Reconceptualizing the nature of science for science education: Why does it matter?
ZR Dagher, S Erduran
Science & Education 25, 147-164, 2016
2332016
Philosophy of chemistry: An emerging field with implications for chemistry education
S Erduran
Science & Education 10, 581-593, 2001
2082001
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
1692013
From FRA to RFN, or how the family resemblance approach can be transformed for science curriculum analysis on nature of science
E Kaya, S Erduran
Science & Education 25, 1115-1133, 2016
1462016
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?
S Erduran
Science & Education 29, 233-235, 2020
1412020
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
1382004
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Artiklar 1–20