Publications

Childs, A., & Baird, J. A. (2020). General Certificate of Secondary Education (GCSE) and the assessment of science practical work: an historical review of assessment policy. The Curriculum Journal, 31(3), 357-378. https://doi.org/10.1002/curj.20  

Cullinane, A., Erduran, S., & Wooding, S. J. (2019). Investigating the diversity of scientific methods in high-stakes chemistry examinations in England. International Journal of Science Education, 41(16), 2201-2217. https://doi.org/10.1080/09500693.2019.1666216

El Masri, Y., Erduran, S., & Ioannidou, O. (2021). Designing practical science assessments in England: students’ engagement and perceptions, Research in Science and Technological Education. https://doi.org/10.1080/02635143.2021.1872519 

El Masri, Y., Erduran, S., & Cullinane, A. (2018). Building bridges between assessment and subject matter: an innovative approach to assessing GCSE practical science. Centre for Education Research and Practice: Impartial and rigorous research, p.4. Manchester: AQA. 

Erduran, S., & Wooding, S. (2021). A Project Calibrate approach to summative assessment of practical science. School Science Review, 102(381), 71-77.

Erduran, S. (2020). Reframing Science Education in Light of the COVID-19 Pandemic. School Science Review102(378), 38-43. 

Erduran, S., Childs, A. & Baird, J. A. (2020). Practical science and pandemics [Blog post]. Retrieved from https://www.bera.ac.uk/blog/practical-science-and-pandemics, April 20th. 

Erduran, S. (2020). Reframing science education in light of the Covid-19 pandemic. ASE International, No. 11, 33-39.

Erduran, S., El Masri, Y., Cullinane, A., & Ng, Y. P. D. (2020). Assessment of practical science in high stakes examinations: a qualitative analysis of high performing English-speaking countries. International Journal of Science Education, 1-24. https://doi.org/10.1080/09500693.2020.1769876

Erduran, S., Cullinane, A., & Wooding, S. (2019). Assessment of practical chemistry in England: An analysis of methods assessed in high stakes examinations, In, M. Schultz, S. Schmid, and G. Lawrie (Eds). Research and Practice in Chemistry Education: Advances from the 25th IUPAC International Conference on Chemistry Education 2018. Dordrecht: Springer.

Erduran, S., Ioannidou, O., Baird, J.  (2021). The impact of epistemic framing of teaching videos and summative assessments on students’ learning of scientific methods. International Journal of Science Education. 43:18, 2885-2910, DOI: 10.1080/09500693.2021.1998717

Hillier, J., & Ioannidou, O. (2021). Using practical work: strategies to avoid closing down practice, Science Teacher Education, No. 89, 27-34.

Ioannidou, O., & Erduran, S. (2021). Beyond hypothesis testing:  investigating the diversity of scientific methods in science teachers’ understanding, Science & Educationhttps://doi.org/10.1007/s11191-020-00185-9

Wooding, S. (2021, February). Getting to grips with how science 'works' [Blog post]. Retrieved from https://www.aqa.org.uk/about-us/our-research/blog/post?post=defence-brevity