A Systematic Review of Research on Family Resemblance Approach to Nature of Science in Science Education

Autor/inn/en	Cheung, Kason Ka Ching; Erduran, Sibel
Titel	A Systematic Review of Research on Family Resemblance Approach to Nature of Science in Science Education
Quelle	In: Science & Education, 32 (2023) 5, S.1637-1673 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cheung, Kason Ka Ching) ORCID (Erduran, Sibel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0926-7220
DOI	10.1007/s11191-022-00379-3
Schlagwörter	Scientific Principles; Interdisciplinary Approach; Epistemology; Network Analysis; Science Education; Educational Research; Preservice Teachers; Science Teachers; Instructional Program Divisions; Social Systems + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Erkenntnistheorie; Netzplantechnik; Naturwissenschaftliche Bildung; Bildungsforschung; Pädagogische Forschung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Social system; Soziales System
Abstract	The paper reports about the outcome of a systematic review of research on family resemblance approach (FRA) to nature of science in (NOS) science education. FRA is a relatively recent perspective on NOS being a system of cognitive-epistemic and social-institutional aspects of science. FRA thus consists of a set of categories such as aims and values, practices, knowledge and social organizations in relation to NOS. Since the introduction of the FRA, there has been increasing interest in investigations about how FRA can be of use in science education both empirically and practically. A journal content analysis was conducted in order to investigate which FRA categories are covered in journal articles and to identify the characteristics of the studies that have used FRA. These characteristics included the target level of education and focus on pre- or in-service teachers. Furthermore, epistemic network analysis of theoretical and empirical papers was conducted to determine the extent to which the studies incorporated various key themes about FRA, such as its transferability to other domains and differentiation of the social-institutional system categories. The findings illustrate an increasing number of empirical studies using FRA in recent years and broad coverage in science education. Although the social-institutional system categories included intraconnections, these were not as strong as those intraconnections among categories within the cognitive-epistemic system. Future research directions for the use of FRA in K-12 science education are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01