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  1. Richard Duschl, Sibel Erduran, Richard Grandy & John Rudolph (2008). Introduction to Special Issue: Science Studies and Science Education. Science Education 92 (3):385-388.
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  2. Sibel Erduran (2007). Breaking the Law: Promoting Domain-Specificity in Chemical Education in the Context of Arguing About the Periodic Law. [REVIEW] Foundations of Chemistry 9 (3):247-263.
    In this paper, domain-specificity is presented as an understudied problem in chemical education. This argument is unpacked by drawing from two bodies of literature: learning of science and epistemology of science, both themes that have cognitive as well as philosophical undertones. The wider context is students’ engagement in scientific inquiry, an important goal for science education and one that has not been well executed in everyday classrooms. The focus on science learning illustrates the role of domain specificity in scientific reasoning. (...)
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  3. Sibel Erduran, Agustin Aduriz Bravo & Rachel Mamlok Naaman (2007). Developing Epistemologically Empowered Teachers: Examining the Role of Philosophy of Chemistry in Teacher Education. Science and Education 16 (9-10):975-989.
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  4. Sibel Erduran (2005). Applying the Philosophical Concept of Reduction to the Chemistry of Water: Implications for Chemical Education. Science and Education 14 (2):161-171.
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  5. Sibel Erduran, Shirley Simon & Jonathan Osborne (2004). TAPping Into Argumentation: Developments in the Application of Toulmin's Argument Pattern for Studying Science Discourse. Science Education 88 (6):915-933.
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