Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies
if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the
same subfield and year (this is the minimum needed to enter the top 1%, not the average
within it), or reaches the top citation threshold in at least one of its specific research
topics.
Enhancing the quality of argumentation in school science
This map shows the geographic impact of Sibel Erduran's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Sibel Erduran with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Sibel Erduran more than expected).
This network shows the impact of papers produced by Sibel Erduran. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Sibel Erduran. The network helps show where Sibel Erduran may publish in the future.
Co-authorship network of co-authors of Sibel Erduran
This figure shows the co-authorship network connecting the top 25 collaborators of Sibel Erduran.
A scholar is included among the top collaborators of Sibel Erduran based on the total number of
citations received by their joint publications. Widths of edges
represent the number of papers authors have co-authored together.
Node borders
signify the number of papers an author published with Sibel Erduran. Sibel Erduran is excluded from
the visualization to improve readability, since they are connected to all nodes in the network.
Erduran, Sibel, et al.. (2021). A Project Calibrate Approach to Summative Assessment of Practical Science.. School science review. 102(381). 71–77.4 indexed citations
7.
Erduran, Sibel. (2020). Reframing science education in light of the COVID-19 pandemic. School science review. 102(378). 38–43.5 indexed citations
Erduran, Sibel, et al.. (2015). Aday Kimya Öğretmenlerinin Kimya Derslerinde Bilimsel Tartışma (Argümantasyon) Tekniğini Kullanımları. DergiPark (Istanbul University).2 indexed citations
10.
Erduran, Sibel & Zoubeida R. Dagher. (2014). Reconceptualizing the nature of science : scientific knowledge, practices and other family categories. Springer eBooks.32 indexed citations
11.
Erduran, Sibel. (2014). A Holistic approach to the atom in school chemistry. Estudis Romànics (Institut d'Estudis Catalans). 39–42.1 indexed citations
12.
Erduran, Sibel. (2014). Beyond Nature of Science: The Case for Reconceptualising 'Science' for Science Education. Explore Bristol Research. 25(1). 93–111.25 indexed citations
13.
Erduran, Sibel, et al.. (2013). Handbook of Research on History, Philosophy and Sociology of Science. Springer US.5 indexed citations
14.
Çetin, Pınar Seda, Sibel Erduran, & Ebru Kaya. (2010). UNDERSTANDING THE NATURE OF CHEMISTRY AND ARGUMENTATION: THE CASE OF PRE-SERVICE CHEMISTRY TEACHERS. DergiPark (Istanbul University). 11(4). 41–59.14 indexed citations
15.
Erduran, Sibel. (2009). BEYOND PHILOSOPHICAL CONFUSION: ESTABLISHING THE ROLE OF PHILOSOPHY OF CHEMISTRY IN CHEMICAL EDUCATION RESEARCH. Journal of Baltic Science Education. 8(1).15 indexed citations
16.
Erduran, Sibel, et al.. (2008). Arguing Online: Case Studies of Pre-Service Science Teachers’ Perceptions of Online Tools in Supporting the Learning of Arguments. Journal of Turkish Science Education. 5(3). 2–31.9 indexed citations
17.
Erduran, Sibel, et al.. (2007). Argument and developments in the science curriculum. Explore Bristol Research. 31–40.8 indexed citations
18.
Erduran, Sibel, et al.. (2006). Ideas, evidence and argument in science education. Bristol Research (University of Bristol). 216. 14–16.12 indexed citations
19.
Erduran, Sibel. (2003). Examining the Mismatch between Pupil and Teacher Knowledge in Acid-Base Chemistry.. Bristol Research (University of Bristol). 84(308). 81–87.11 indexed citations
Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive
bibliographic database. While OpenAlex provides broad and valuable coverage of the global
research landscape, it—like all bibliographic datasets—has inherent limitations. These include
incomplete records, variations in author disambiguation, differences in journal indexing, and
delays in data updates. As a result, some metrics and network relationships displayed in
Rankless may not fully capture the entirety of a scholar's output or impact.