NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 4 results Save | Export
"Evaluate What I Was Taught, Not What You Expected Me to Know": Evaluating Students' Arguments Based on Science Teachers' Adaptations to Toulmin's Argument Pattern
Peer reviewed Peer reviewed
Direct linkDirect link
Lazarou, Demetris; Erduran, Sibel – Journal of Science Teacher Education, 2021
The paper examines how science teachers' instructional adaptations to Toulmin's Argumentation Pattern (TAP), made during the first time the framework is introduced to students as a learning heuristic for structuring their arguments, could contribute to the way the quality of students' arguments is evaluated. We first depict these adaptations, that…
Descriptors: Student Evaluation, Science Teachers, Persuasive Discourse, Teaching Methods
Interactions of Economics of Science and Science Education: Investigating the Implications for Science Teaching and Learning
Peer reviewed Peer reviewed
Direct linkDirect link
Erduran, Sibel; Mugaloglu, Ebru Z. – Science & Education, 2013
In recent years, there has been upsurge of interest in the applications of interdisciplinary perspectives on science in science education. Within this framework, the implications of the so-called "economics of science" is virtually an uncharted territory. In this paper, we trace a set of arguments that provide a dialectic engagement with…
Descriptors: Science Education, Interdisciplinary Approach, Commercialization, Scientific Enterprise
Developing Epistemologically Empowered Teachers: Examining the Role of Philosophy of Chemistry in Teacher Education
Peer reviewed Peer reviewed
Direct linkDirect link
Erduran, Sibel; Bravo, Agustin Aduriz; Naaman, Rachel Mamlok – Science & Education, 2007
History and philosophy of science have been widely promoted in science teacher education for several decades. However the application of themes from philosophy of science in science teacher education has been rather broad and not particular relative to the domain-specific features of the science in question. The purpose of this paper is to…
Descriptors: Teacher Education, Chemistry, Science Teachers, Epistemology
Interdisciplinary Characterizations of Models and the Nature of Chemical Knowledge in the Classroom
Peer reviewed Peer reviewed
Direct linkDirect link
Erduran, Sibel; Duschl, Richard A. – Studies in Science Education, 2004
In this paper, the authors argue that chemical knowledge in the classroom will be enriched by the application of characterizations of models drawn from a range of disciplinary backgrounds. This discussion highlights two important issues relating to chemical knowledge in the classroom: (1) the status of chemical knowledge in the classroom,…
Descriptors: Evidence, Learning Theories, Curriculum Design, Interdisciplinary Approach