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Liam Guilfoyle, Judith Hillier & Nigel Fancourt. (2023) Students’ argumentation in the contexts of science, religious education, and interdisciplinary science-religious education scenarios. Research in Science & Technological Education 41:2, pages 759-776.
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Carolina Martín-Gámez & Sibel Erduran. (2018) Understanding argumentation about socio-scientific issues on energy: a quantitative study with primary pre-service teachers in Spain. Research in Science & Technological Education 36:4, pages 463-483.
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Pablo Antonio Archila, Jorge Molina & Anne-Marie Truscott de Mejía. (2018) Using formative assessment to promote argumentation in a university bilingual science course. International Journal of Science Education 40:13, pages 1669-1695.
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Dimas Gilang Ramadhani, Sri Yamtinah, Sulistyo Saputro & Sri Widoretno. (2023) Analysis of the relationship between students’ argumentation and chemical representational ability: a case study of hybrid learning oriented in the environmental chemistry course. Chemistry Teacher International 0:0.
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Demet Şahin Kalyon & Yasemin Özdem Yılmaz. (2023) The Development of Pre-service Primary Teachers’ Understanding and Skills of Argumentation through Argument Driven Inquiry. Science & Education.
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Sibel Erduran & Wonyong Park. 2023. The International Handbook of Physics Education Research: Learning Physics. The International Handbook of Physics Education Research: Learning Physics
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John Zhou & Alena Moon. (2022) “To Be Honest, I Didn’t Even Use the Data”: Organic Chemistry Students’ Engagement in Data Analysis and Interpretation. Journal of Chemical Education 100:1, pages 80-90.
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Suazette R. Mooring, Nikita L. Burrows & Sujani Gamage. 2022. Student Reasoning in Organic Chemistry. Student Reasoning in Organic Chemistry
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Katie H. Walsh, Jessica M. Karch & Ira Caspari-Gnann. 2022. Student Reasoning in Organic Chemistry. Student Reasoning in Organic Chemistry
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Leonie Sabine Lieber, Krenare Ibraj, Ira Caspari-Gnann & Nicole Graulich. (2022) Closing the gap of organic chemistry students’ performance with an adaptive scaffold for argumentation patterns. Chemistry Education Research and Practice 23:4, pages 811-828.
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Dennis D. Cao. (2022) RealOrganicChemistry.org: A Collection of Introductory-Appropriate Organic Chemistry Reactions. Journal of Chemical Education 99:8, pages 3049-3052.
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Leonie Sabine Lieber, Krenare Ibraj, Ira Caspari-Gnann & Nicole Graulich. (2022) Students’ Individual Needs Matter: A Training to Adaptively Address Students’ Argumentation Skills in Organic Chemistry. Journal of Chemical Education 99:7, pages 2754-2761.
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Sibel Erduran, Liam Guilfoyle & Wonyong Park. (2020) Science and Religious Education Teachers’ Views of Argumentation and Its Teaching. Research in Science Education 52:2, pages 655-673.
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Daniel Voyer, Scott T. Ronis & Narissa Byers. (2022) The effect of notetaking method on academic performance: A systematic review and meta-analysis. Contemporary Educational Psychology 68, pages 102025.
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Jolanda Hermanns & David Keller. (2021) How Do Preservice Chemistry Teachers Rate Tasks Following the Construct of School-Related Content Knowledge in a Concept-Orientated Course on Organic Chemistry?. Journal of Chemical Education 98:11, pages 3442-3449.
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Jolanda Hermanns. (2020) Training OC: A New Course Concept for Training the Application of Basic Concepts in Organic Chemistry. Journal of Chemical Education 98:2, pages 374-384.
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Xiaoshan Li & Wenjing Wang. (2020) Exploring Spatial Cognitive Process Among STEM Students and Its Role in STEM Education. Science & Education 30:1, pages 121-145.
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Ümmüye Nur TÜZÜN. (2020) Kimya Eğitiminde Düşünce Deneyleri Kullanılarak Lise Öğrencilerinin Argümantasyon Becerilerinin ve Eleştirel Düşünme Becerilerinin Geliştirilmesi. Cumhuriyet International Journal of Education 9:4, pages 1290-1314.
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Pablo Antonio Archila, Jorge Molina & Anne-Marie Truscott de Mejía. (2020) Using Historical Scientific Controversies to Promote Undergraduates’ Argumentation. Science & Education 29:3, pages 647-671.
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Melanie M. Cooper. (2020) The Crosscutting Concepts: Critical Component or “Third Wheel” of Three-Dimensional Learning?. Journal of Chemical Education 97:4, pages 903-909.
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Sibel Erduran, Liam Guilfoyle, Wonyong Park, Jessica Chan & Nigel Fancourt. (2019) Argumentation and interdisciplinarity: reflections from the Oxford Argumentation in Religion and Science Project. Disciplinary and Interdisciplinary Science Education Research 1:1.
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Melanie M. Cooper, Ryan L. Stowe, Olivia M. Crandell & Michael W. Klymkowsky. (2019) Organic Chemistry, Life, the Universe and Everything (OCLUE): A Transformed Organic Chemistry Curriculum. Journal of Chemical Education 96:9, pages 1858-1872.
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Sibel Erduran. (2018) Toulmin’s argument pattern as a “horizon of possibilities” in the study of argumentation in science education. Cultural Studies of Science Education 13:4, pages 1091-1099.
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Melanie M. Cooper & Ryan L. Stowe. (2018) Chemistry Education Research—From Personal Empiricism to Evidence, Theory, and Informed Practice. Chemical Reviews 118:12, pages 6053-6087.
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