15 found
Order:
  1.  11
    Contributions of the Family Resemblance Approach to Nature of Science in Science Education.Sibel Erduran, Zoubeida R. Dagher & Christine V. McDonald - 2019 - Science & Education 28 (3-5):311-328.
    The emergence of the Family Resemblance Approach to nature of science has prompted a fresh wave of scholarship embracing this new approach in science education. The FRA provides an ambitious and practical vision for what NOS-enriched science content should aim for and promotes evidence-based practices in science education to support the enactment of such vision. The present article provides an overview of research and development efforts utilizing the FRA and reviews recent empirical studies including those conducted in preservice science teacher (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   7 citations  
  2.  15
    Science Education in the Era of a Pandemic.Sibel Erduran - 2020 - Science & Education 29 (2):233-235.
  3.  88
    TAPping Into Argumentation: Developments in the Application of Toulmin's Argument Pattern for Studying Science Discourse.Sibel Erduran, Shirley Simon & Jonathan Osborne - 2004 - Science Education 88 (6):915-933.
  4.  13
    Looking at the Social Aspects of Nature of Science in Science Education Through a New Lens.Sila Kaya, Sibel Erduran, Naomi Birdthistle & Orla McCormack - 2018 - Science & Education 27 (5-6):457-478.
    Particular social aspects of the nature of science, such as economics of, and entrepreneurship in science, are understudied in science education research. It is not surprising then that the practical applications, such as lesson resources and teaching materials, are scarce. The key aims of this article are to synthesize perspectives from the literature on economics of science, entrepreneurship, NOS, and science education in order to have a better understanding of how science works in society and illustrate how such a synthesis (...)
    No categories
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   3 citations  
  5.  6
    Investigating Coherence About Nature of Science in Science Curriculum Documents.Yi-Fen Yeh, Sibel Erduran & Ying-Shao Hsu - 2019 - Science & Education 28 (3-5):291-310.
    The article focuses on the analysis of curriculum documents from Taiwan to investigate how benchmarks for learning nature of science are positioned in different versions of the science curricula. Following a review of different approaches to the conceptualization of NOS and the role of NOS in promoting scientific literacy, an empirical study is reported to illustrate how the science curriculum documents represent different aspects of NOS. The article uses the family resemblance approach as the account of NOS and adapts it (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  6.  16
    Developing Epistemologically Empowered Teachers: Examining the Role of Philosophy of Chemistry in Teacher Education.Sibel Erduran, Agustin Aduriz Bravo & Rachel Mamlok Naaman - 2007 - Science & Education 16 (9-10):975-989.
  7.  45
    Breaking the Law: Promoting Domain-Specificity in Chemical Education in the Context of Arguing About the Periodic Law. [REVIEW]Sibel Erduran - 2007 - 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. (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark   10 citations  
  8.  6
    Applying the Philosophical Concept of Reduction to the Chemistry of Water: Implications for Chemical Education.Sibel Erduran - 2005 - Science & Education 14 (2):161-171.
  9.  1
    The Nature of STEM Disciplines in the Science Education Standards Documents From the USA, Korea and Taiwan.Wonyong Park, Jen-Yi Wu & Sibel Erduran - 2020 - Science & Education 29 (4):899-927.
    Understanding the nature of science has emerged as a core curricular goal since at least the 1960s. While science education reforms around the world have shed light on various epistemic and social underpinnings of science, how science curriculum documents portray the nature of other related disciplines such as mathematics and engineering has drawn little attention. Such lack of attention is surprising, given the growing interest among educators in the integrated approach to science, technology, engineering and mathematics education and the frequent (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  10.  4
    Introduction to Special Issue: Science Studies and Science Education.Richard Duschl, Sibel Erduran, Richard Grandy & John Rudolph - 2008 - Science Education 92 (3):385-388.
    No categories
    Direct download  
     
    Export citation  
     
    Bookmark  
  11. Bringing Nuance to “the Science” in Public Policy and Science Understanding.Sibel Erduran - 2020 - Science & Education 29 (3):487-489.
  12. Editorial Vision for Science & Education.Sibel Erduran - 2020 - Science & Education 29 (1):1-5.
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  13.  2
    Nature of “STEM”?Sibel Erduran - 2020 - Science & Education 29 (4):781-784.
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  14. Synthesis of Epistemic Cognition.Sibel Erduran - 2019 - Science & Education 28 (6-7):819-821.
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  15.  4
    Beyond Hypothesis Testing.Olga Ioannidou & Sibel Erduran - 2021 - Science & Education 30 (2):345-364.
    Recent reforms in science education have promoted students’ understanding of how science works, including the methodological approaches used by scientists. Given that teachers are expected to teach and promote methodological pluralism, it is worth examining how teachers understand and view scientific methods, particularly when scientific methods are presented as a diverse array and not as a linear model based exclusively on hypothesis testing. The empirical study presented in the paper examines science teachers’ understanding of scientific methods, particularly the diversity of (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark