| Exploring the theory-practice gap in initial teacher education: moving beyond questions of relevance to issues of power and authority O McGarr, E O’Grady, L Guilfoyle Journal of Education for Teaching 43 (1), 48-60, 2017 | 108 | 2017 |
| The "tipping point" for educational research: The role of pre-service science teachers’ epistemic beliefs in evaluating the professional utility of educational research L Guilfoyle, O McCormack, S Erduran Teaching and Teacher Education 90 (April), 2020 | 48 | 2020 |
| Science and religious education teachers’ views of argumentation and its teaching S Erduran, L Guilfoyle, W Park Research in Science Education 52 (2), 655-673, 2022 | 43 | 2022 |
| Argumentation and interdisciplinarity: reflections from the Oxford Argumentation in Religion and Science Project S Erduran, L Guilfoyle, W Park, J Chan, N Fancourt Disciplinary and Interdisciplinary Science Education Research 1 (1), 1-10, 2019 | 35 | 2019 |
| An investigation into secondary teachers’ views of argumentation in science and religious education L Guilfoyle, S Erduran, W Park Journal of Beliefs & Values 42 (2), 190-204, 2020 | 34 | 2020 |
| “Biting one’s lip” and “distancing”: exploring preservice teachers’ strategies in dysfunctional professional relationships E O' Grady, L Guilfoyle, O McGarr Asia-Pacific Journal of Teacher Education, 2018 | 25 | 2018 |
| Argumentation in religious education in England: an analysis of locally agreed syllabuses L Chan, J., Fancourt, N., Guilfoyle British Journal of Religious Education, 2020 | 21* | 2020 |
| Students’ argumentation in the contexts of science, religious education, and interdisciplinary science-religious education scenarios L Guilfoyle, J Hillier, N Fancourt Research in Science & Technological Education 41 (2), 759-776, 2023 | 20 | 2023 |
| Transforming a doctoral summer school to an online experience: A response to the COVID‐19 pandemic A Cullinane, D McGregor, S Frodsham, J Hillier, L Guilfoyle British Journal of Educational Technology 53 (3), 558-576, 2022 | 19 | 2022 |
| Recalibrating the evolution versus creationism debate for student learning: towards students’ evaluation of evidence in an argumentation task L Guilfoyle, S Erduran International Journal of Science Education 43 (18), 2974-2995, 2021 | 13 | 2021 |
| Interdisciplinary perspective-taking within argumentation: students’ strategies across science and religious education N Fancourt, L Guilfoyle Journal of Religious Education 70 (1), 1-23, 2022 | 10 | 2022 |
| Secondary teachers’ instructional practices on argumentation in the context of science and religious education W Park, S Erduran, L Guilfoyle International Journal of Science Education 44 (8), 1251-1276, 2022 | 8 | 2022 |
| Broadening STEAM education through cross-curricular collaboration: The case of argumentation in science and religious education S Erduran, L Guilfoyle, W Park Disciplinary and Interdisciplinary Education in STEM: Changes and …, 2024 | 4 | 2024 |
| A longitudinal study exploring the influence of epistemic beliefs on pre-service science teachers’ perceptions of education studies L Guilfoyle University of Limerick, 2018 | 4 | 2018 |
| The Importance of Research in Science Teacher Education S Erduran, L Guilfoyle Handbook of Research on Science Teacher Education, 5-15, 2022 | 3 | 2022 |
| “Wishy-washy nonsense”: Student science teachers' epistemic comparisons of Educational Studies and physical sciences L Guilfoyle, O McCormack, S Erduran | 2* | |
| Chain Reaction: The Irish Context J O'Reilly, L Guilfoyle, L Lehane Comparative Perspectives on Inquiry-Based Science Education, 47-69, 2019 | 1 | 2019 |
| The role of research experiences in developing pre-service teachers’ epistemic beliefs L Guilfoyle, O McCormack, S Erduran Teaching and Teacher Education 144, 104599, 2024 | | 2024 |
| Argumentation and religious education J Chan, L Guilfoyle Debates in Religious Education, 190-198, 2023 | | 2023 |
| Learning to teach epistemic practices of science in secondary schools S Erduran, L Guilfoyle Elsevier, 2023 | | 2023 |
Sibel ErduranUniversity of Oxford, United KingdomVerified email at education.ox.ac.uk
