{"title":"Sibel Erduran","description":null,"products":[{"product_id":"argumentation-in-science-education-book-sibel-erduran-9781402066696","title":"Argumentation in Science Education","description":"Our conversations about arguments began in Nashville in the Spring of 1996 in Richard Duschl's doctoral seminar that we were both attending, Marilar Jim nez-Aleixandre as a visiting scholar at Vanderbilt University. Jim nez-Aleixandre and Duschl were designing authentic problems in genetics for the University of Santiago de Compostela-based RODA project aimed at engaging high school students in argumentation. Erduran and Duschl had been working on Project SEPIA extending their work in Pittsburgh schools to the design of curricula that support epistemological aspects of scientific inquiry including argumentation. In that spring we attended a NARST s- sion in St Louis, where Gregory Kelly, Steven Druker and Catherine Chen presented a paper about argumentation. As a consequence, a symposium about argumentation was organised (possibly the first of its kind) at the 1997 NARST meeting in Chicago, including papers from Kelly and colleagues and from Jim nez-Aleixandre, Bugallo and Duschl. The symposium was attended, among others, by Rosalind Driver, who had just submitted an application for funding of an argumentation project based at King's College London, a project Erduran would incidentally work on after Driver's untimely death. From this time frame in the 1990s to the present day, argumentation studies in science education have increased at a rapid pace, from stray papers for which we were unable to find an appropriate strand in a conference, to a wealth of research base exploring ever more sophisticated issues.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":52134309789969,"sku":"NLS9781402066696","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9781402066696.jpg?v=1757541189"},{"product_id":"argumentation-in-chemistry-education-book-sibel-erduran-9781788012126","title":"Argumentation in Chemistry Education","description":"Many studies have highlighted the importance of discourse in scientific understanding. Argumentation is a form of scientific discourse that plays a central role in the building of explanations, models and theories. Scientists use arguments to relate the evidence that they select from their investigations and to justify the claims that they make about their observations. The implication is that argumentation is a scientific habit of mind that needs to be appropriated by students and explicitly taught through suitable instruction.   Edited by Sibel Erduran, an internationally recognised expert in chemistry education, this book brings together leading researchers to draw attention to research, policy and practice around the inclusion of argumentation in chemistry education. Split into three sections: Research on Argumentation in Chemistry Education, Resources and Strategies on Argumentation in Chemistry Education, and Argumentation in Context, this book blends practical resources and strategies with research-based evidence. The book contains state of the art research and offers educators a balanced perspective on the theory and practice of argumentation in chemistry education.","brand":"WoB","offers":[{"title":"- \/ - \/ INTERNAL","offer_id":52455846183185,"sku":null,"price":0.0,"currency_code":"GBP","in_stock":true},{"title":"GB \/ NEW \/ INGRAM","offer_id":52455846871313,"sku":"NLS9781788012126","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9781788012126.jpg?v=1759375517"},{"product_id":"argumentation-in-chemistry-education-book-sibel-erduran-9781839167447","title":"Argumentation in Chemistry Education","description":"Many studies have highlighted the importance of discourse in scientific understanding. Argumentation is a form of scientific discourse that plays a central role in the building of explanations, models and theories. Scientists use arguments to relate the evidence that they select from their investigations and to justify the claims that they make about their observations. The implication is that argumentation is a scientific habit of mind that needs to be appropriated by students and explicitly taught through suitable instruction.   Edited by Sibel Erduran, an internationally recognised expert in chemistry education, this book brings together leading researchers to draw attention to research, policy and practice around the inclusion of argumentation in chemistry education. Split into three sections: Research on Argumentation in Chemistry Education, Resources and Strategies on Argumentation in Chemistry Education, and Argumentation in Context, this book blends practical resources and strategies with research-based evidence. The book contains state of the art research and offers educators a balanced perspective on the theory and practice of argumentation in chemistry education.","brand":"WoB","offers":[{"title":"- \/ - \/ INTERNAL","offer_id":52471990681873,"sku":null,"price":0.0,"currency_code":"GBP","in_stock":true},{"title":"GB \/ NEW \/ INGRAM","offer_id":52471991337233,"sku":"NLS9781839167447","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9781839167447.jpg?v=1759837114"},{"product_id":"transforming-teacher-education-through-the-epistemic-core-of-chemistry-book-sibel-erduran-9783030153250","title":"Transforming Teacher Education Through the Epistemic Core of Chemistry","description":"This book synthesizes theoretical perspectives, empirical evidence and practical strategies for improving teacher education in chemistry. Many chemistry lessons involve mindless cookbook activities where students and teachers follow recipes, memorise formulae and recall facts without understanding how and why knowledge in chemistry works.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":52597226864913,"sku":"NLS9783030153250","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9783030153250.jpg?v=1761073974"},{"product_id":"argumentation-in-science-education-book-sibel-erduran-9789402413113","title":"Argumentation in Science Education","description":"Our conversations about arguments began in Nashville in the Spring of 1996 in Richard Duschl's doctoral seminar that we were both attending, Marilar Jim nez-Aleixandre as a visiting scholar at Vanderbilt University. Jim nez-Aleixandre and Duschl were designing authentic problems in genetics for the University of Santiago de Compostela-based RODA project aimed at engaging high school students in argumentation. Erduran and Duschl had been working on Project SEPIA extending their work in Pittsburgh schools to the design of curricula that support epistemological aspects of scientific inquiry including argumentation. In that spring we attended a NARST s- sion in St Louis, where Gregory Kelly, Steven Druker and Catherine Chen presented a paper about argumentation. As a consequence, a symposium about argumentation was organised (possibly the first of its kind) at the 1997 NARST meeting in Chicago, including papers from Kelly and colleagues and from Jim nez-Aleixandre, Bugallo and Duschl. The symposium was attended, among others, by Rosalind Driver, who had just submitted an application for funding of an argumentation project based at King's College London, a project Erduran would incidentally work on after Driver's untimely death. From this time frame in the 1990s to the present day, argumentation studies in science education have increased at a rapid pace, from stray papers for which we were unable to find an appropriate strand in a conference, to a wealth of research base exploring ever more sophisticated issues.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":52662006350097,"sku":"NLS9789402413113","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9789402413113.jpg?v=1762268508"},{"product_id":"transforming-teacher-education-through-the-epistemic-core-of-chemistry-book-sibel-erduran-9783030153281","title":"Transforming Teacher Education Through the Epistemic Core of Chemistry","description":"This book synthesizes theoretical perspectives, empirical evidence and practical strategies for improving teacher education in chemistry. Many chemistry lessons involve mindless cookbook activities where students and teachers follow recipes, memorise formulae and recall facts without understanding how and why knowledge in chemistry works.","brand":"WoB","offers":[{"title":"- \/ - \/ INTERNAL","offer_id":52669796057361,"sku":null,"price":0.0,"currency_code":"GBP","in_stock":true},{"title":"GB \/ NEW \/ INGRAM","offer_id":52669796909329,"sku":"NLS9783030153281","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9783030153281.jpg?v=1762288251"},{"product_id":"reconceptualizing-the-nature-of-science-for-science-education-book-sibel-erduran-9789401790567","title":"Reconceptualizing the Nature of Science for Science Education","description":"Prompted by the ongoing debate among science educators over 'nature of science', and its importance in school and university curricula, this book is a clarion call for a broad re-conceptualizing of nature of science in science education.","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":53521977868561,"sku":"NLS9789401790567","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9789401790567.jpg?v=1778456417"},{"product_id":"reconceptualizing-the-nature-of-science-for-science-education-book-sibel-erduran-9789402405392","title":"Reconceptualizing the Nature of Science for Science Education","description":"\u003cp\u003ePrompted by the ongoing debate among science educators over ‘nature of science’, and its importance in school and university curricula, this book is a clarion call for a broad re-conceptualizing of nature of science in science education. The authors draw on the ‘family resemblance’ approach popularized by Wittgenstein, defining science as a cognitive-epistemic and social-institutional system whose heterogeneous characteristics and influences should be more thoroughly reflected in science education. They seek wherever possible to clarify their developing thesis with visual tools that illustrate how their ideas can be practically applied in science education.\u003cbr\u003eThe volume’s holistic representation of science, which includes the aims and values, knowledge, practices, techniques, and methodological rules (as well as science’s social and institutional contexts), mirrors its core aim to synthesize perspectives from the fields of philosophy of science and science education. The authorsbelieve that this more integrated conception of nature of science in science education is both innovative and beneficial. They discuss in detail the implications for curriculum content, pedagogy, and learning outcomes, deploy numerous real-life examples, and detail the links between their ideas and curriculum policy more generally.\u003c\/p\u003e","brand":"WoB","offers":[{"title":"GB \/ NEW \/ INGRAM","offer_id":53522358796561,"sku":"NLS9789402405392","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/9789402405392.jpg?v=1778457995"}],"url":"https:\/\/www.worldofbooks.com\/collections\/author-books-by-sibel-erduran.oembed","provider":"World of Books ","version":"1.0","type":"link"}