World's Best Scientists 2026 revealed!

D-Index & Metrics

Social Sciences and Humanities

D-Index
47
Citations
16874
World Ranking
3275
National Ranking
555

Research.com Recognitions

  • 2021 - Fellow of the American Educational Research Association

Overview

Sibel Erduran is affiliated with the University of Oxford in the United Kingdom. Their research primarily focuses on the fields of social sciences and psychology, with a specialized concentration in education and developmental and educational psychology.

The main topics covered in their work include science education and pedagogy, educational strategies and epistemologies, education and critical thinking development, innovative teaching and learning methods, interdisciplinary research and collaboration, animal and plant science education, and climate change communication and perception.

Recent publications by Sibel Erduran feature contributions to prominent academic journals, with papers such as:

  • Science Education in the Era of a Pandemic, 2020, Science & Education
  • Perceptions of Nature of Science Emerging in Group Discussions: a Comparative Account of Pre-service Teachers from Turkey and England, 2020, International Journal of Science and Mathematics Education

Frequent co-authors in Erduran's research include:

  • Kason Ka Ching Cheung
  • Liam Guilfoyle
  • Olga Ioannidou
  • Wonyong Park
  • Olivia Levrini

Key publication venues where Erduran has repeatedly contributed are:

  • Science & Education
  • International Journal of Science Education
  • Research in Science Education
  • Science
  • Research in Science & Technological Education

Their work spans various interdisciplinary topics within science education, including strategies for pedagogy, understanding the nature of science, and the development of critical thinking in educational contexts.

Recognized within the academic community, Erduran was awarded the title of Fellow of the American Educational Research Association in 2021.

Best Publications

  • Enhancing the quality of argumentation in school science

    Jonathan Osborne;Sibel Erduran;Shirley Simon

  • TAPping into argumentation: Developments in the application of Toulmin's Argument Pattern for studying science discourse

    Sibel Erduran;Shirley Simon;Jonathan Osborne

  • Learning to Teach Argumentation: Research and development in the science classroom

    Shirley Simon;Sibel Erduran;Jonathan Osborne

  • Argumentation in Science Education: An Overview

    María Pilar Jiménez-Aleixandre;Sibel Erduran

  • Argumentation in Science Education

    Maria Pilar Jimenez-Aleixandre;Sibel Erduran

  • Arguing to learn and learning to argue: Case studies of how students' argumentation relates to their scientific knowledge

    Claudia von Aufschnaiter;Sibel Erduran;Jonathan Osborne;Shirley Simon

  • Argumentation in science education : perspectives from classroom-based research

    Sibel Erduran;Marilar Aleixandre

  • Enhancing the quality of argument in school science

    Jonathan Osborne;Sibel Erduran;Shirley Simon;Martin Monk

  • Orlando, Florida, USA

    R. Duschl;S Erduran;R. Schwartz;R. Grandy

  • The effect of argumentative task goal on the quality of argumentative discourse

    Merce Garcia-Mila;Sandra Gilabert;Sibel Erduran;Mark Felton

  • Reconceptualizing the Nature of Science for Science Education

    Zoubeida R. Dagher;Sibel Erduran

  • Learning To Teach Argumentation: Case Studies Of Pre-Service Secondary Science Teachers

    Sibel Erduran;Dilek Ardac;Buket Yakmaci-Guzel

  • The role of visual representations in scientific practices: from conceptual understanding and knowledge generation to ‘seeing’ how science works

    Maria Evagorou;Sibel Erduran;Terhi Mäntylä

  • Research Trends on Argumentation in Science Education: A Journal Content Analysis from 1998-2014.

    Sibel Erduran;Yasemin Ozdem;Jee-Young Park

  • Philosophy of Chemistry: An Emerging Field with Implications for Chemistry Education.

    Sibel Erduran

  • Reconceptualizing the Nature of Science for Science Education: Scientific Knowledge, Practices and Other Family Categories

    Sibel Erduran;Zoubeida R. Dagher

  • Methodological Foundations in the Study of Argumentation in Science Classrooms

    Sibel Erduran

  • From FRA to RFN, or How the Family Resemblance Approach Can Be Transformed for Science Curriculum Analysis on Nature of Science

    Ebru Kaya;Sibel Erduran;Sibel Erduran

  • The Nature of Pre-service Science Teachers’ Argumentation in Inquiry-oriented Laboratory Context

    Yasemin Ozdem;Hamide Ertepinar;Jale Cakiroglu;Sibel Erduran

  • Interdisciplinary Characterizations of Models and the Nature of Chemical Knowledge in the Classroom

    Sibel Erduran;Richard A. Duschl

  • Enhancing the quality of argument in school science project: an update

    S Erduran;J Osborne;S Simon;M Monk

Frequent Co-Authors

Jonathan Osborne
Jonathan Osborne Stanford University
Richard A. Duschl
Richard A. Duschl Pennsylvania State University
Justin Dillon
Justin Dillon University of Exeter
Arjen E. J. Wals
Arjen E. J. Wals Wageningen University & Research
Larry D. Yore
Larry D. Yore University of Victoria
Tina Seidel
Tina Seidel Technical University of Munich
John Dunlosky
John Dunlosky Kent State University
Dana L. Zeidler
Dana L. Zeidler University of South Florida
Joseph H. Hotchkiss
Joseph H. Hotchkiss Cornell University
Avi Hofstein
Avi Hofstein Weizmann Institute of Science

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