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

Cheung, Kason Ka Ching; Erduran, Sibel

doi:10.1007/s11191-022-00379-3

Cited by 21 publications

(3 citation statements)

References 62 publications

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“…The application of the nature of the science framework (Erduran and Dagher, 2014; a systematic review study by Cheung, Erduran (2022)), coupled with epistemic network analysis, leads us to a better understanding of which specific aspects of scientific work are downplayed or emphasized in the COVID-19 related articles in the UK newspapers. In this study, we have carried out a content analysis of four news outlets (The Guardian, The Times (UK), The Telegraph and Daily Mail), and compared the representation of the nature of science across political and temporal domains.…”

Section: Discussionmentioning

confidence: 99%

Communicating science in the COVID-19 news in the UK during Omicron waves: exploring representations of nature of science with epistemic network analysis

Cheung

Chan

Erduran

2023

Humanit Soc Sci Commun

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News media plays a vital role in communicating scientific evidence to the public during the COVID-19 pandemic. Such communication is important for convincing the public to follow social distancing guidelines and to respond to health campaigns such as vaccination programmes. However, newspapers were criticised that they focus on the socio-political perspective of science, without explaining the nature of scientific works behind the government’s decisions. This paper examines the connections of the nature of science categories in the COVID-19 era by four local newspapers in the United Kingdom between November 2021 to February 2022. Nature of science refers to different aspects of how science works such as aims, values, methods and social institutions of science. Considering the news media may mediate public information and perception of scientific stories, it is relevant to ask how the various British newspapers covered aspects of science during the pandemic. In the period explored, Omicron variant was initially a variant of concern, and an increasing number of scientific evidence showed that the less severity of this variant might move the country from pandemic to endemic. We explored how news articles communicate public health information by addressing how science works during the period when Omicron variants surge. A novel discourse analysis approach, epistemic network analysis is used to characterise the frequency of connections of categories of the nature of science. The connection between political factors and the professional activities of scientists, as well as that with scientific practices are more apparent in left-populated and centralist outlets than in right-populated news outlets. Among four news outlets across the political spectrum, a left-populated newspaper, the Guardian, is not consistent in representing relations of different aspects of the nature of scientific works across different stages of the public health crisis. Inconsistency of addressing aspects of scientific works and a downplay of the cognitive-epistemic nature of scientific works likely lead to failure in trust and consumption of scientific knowledge by the public in the healthcare crisis.

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Section: Discussionmentioning

confidence: 99%

Communicating science in the COVID-19 news in the UK during Omicron waves: exploring representations of nature of science with epistemic network analysis

Cheung

Chan

Erduran

2023

Humanit Soc Sci Commun

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“…Auch wenn Forschende das Konzept der Natur der Naturwissenschaften vielfach angewendet haben, um allgemeine Charakteristika der Naturwissenschaften zu reflektieren (Cheung & Erduran, 2022), wurde diese Konzeption bisher nicht zur Reflexion der eigenen Disziplin genutzt. Doch könnte ein solcher Blick sinnvoll sein, um gerade die sozial-institutionellen Aspekte expliziter Überlegung zugänglich zu machen.…”

Section: Exploration Einer Natur Der Naturwissenschaftsdidaktikenunclassified

Nature of Science als Grundlage einer Wissenschaftsdidaktik der Naturwissenschaftsdidaktiken

Büssing¹,

Nehring²,

Bruckermann³

2023

Wissenschaftsdidaktik

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Die Naturwissenschaftsdidaktiken befassen sich mit schulischem und außerschulischem Lehren und Lernen über Naturwissenschaften vom Kindes- bis zum Erwachsenenalter. Zur Grundlegung einer Wissenschaftsdidaktik der Naturwissenschaftsdidaktiken wird das etablierte Konzept der Natur der Naturwissenschaften (engl. Nature of Science) auf die Naturwissenschaftsdidaktiken bezogen. Eine solche Natur der Naturwissenschaftsdidaktiken könnte die Grundlage für eine weitere Reflexion der Disziplinen mit Implikationen für die Hochschuldidaktik und die Professionalisierung sein. Beispielhaft für diese Implikationen wird das Verhältnis von wissenschaftlicher Forschungs- und Unterrichtspraxis thematisiert. Auch wenn der hier vorgeschlagene Ansatz der Natur der Naturwissenschaftsdidaktiken noch explorativ ist, könnten gerade die sozial-institutionellen Aspekte eine wichtige Ergänzung bestehender Ansätze einer Wissenschaftsdidaktik der Naturwissenschaftsdidaktiken darstellen.

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“…It is also good to note that there are other approaches to NOS education and research, besides the consensus approach (Abd-El-Khalick & Lederman, 2023). These include the Reconceptualized family resemblance approach to NOS (RFN) (Cheung & Erduran, 2023;Erduran & Dagher, 2014;Kaya & Erduran, 2016), an approach focusing on questions rather than tenets (Clough, 2007(Clough, , 2020, and the features of science approach (Matthews, 2012). Of these, the RFN approach is most used and referred to (Abd-El-Khalick & Lederman, 2023).…”

Section: A Short Review Of Views Of Nos In Science Education Literaturementioning

confidence: 99%

Understanding Epistemological Tenets Underlying Scientific Language Use: A Multifaceted Analysis Framework

Pieterman-Bos,

Reincke,

van de Schoot

et al. 2023

Preprint

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Helping university students develop productive views of what characterizes good scientific research and scientific knowledge is an important objective of science education. However, many studies show that students’ views of the nature of science (NOS) do not become more informed or even become less informed after learning activities that engage students in scientific practice. This could mean that the way we teach students to conduct scientific research might unintentionally strengthen or bring about uninformed views of NOS. In this article, we argue that scientific discourse (how language is used in science) might play a role in this relation between learning scientific inquiry and uninformed views of NOS. We argue that there could be implicit notions relating to NOS underlying scientific discourse that uninformed readers might translate to uninformed views of NOS. We call these implicit notions underlying scientific language use “epistemological tenets.” In this article, we further define this construct of epistemological tenets, contrast it with explicit views of NOS and other related constructs, explain how we think epistemological tenets might affect explicit views of NOS, and present a framework we developed to characterize them in scientific language use. It is a descriptive and interpretative analysis framework which combines, optimizes, and extends several text analysis methods, discourse analysis, and reflexive thematic analysis. We provide a guide to use the framework and discuss quality criteria. We finish by advocating the framework for educational researchers interested in developing instructional interventions during which learning about science is combined with explicit reflection on NOS. Identifying epistemological tenets in scientific language use could provide starting points for these activities by making explicit the translation from NOS understanding to scientific practice and vice versa.

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

Cited by 21 publications

References 62 publications

Communicating science in the COVID-19 news in the UK during Omicron waves: exploring representations of nature of science with epistemic network analysis

Communicating science in the COVID-19 news in the UK during Omicron waves: exploring representations of nature of science with epistemic network analysis

Nature of Science als Grundlage einer Wissenschaftsdidaktik der Naturwissenschaftsdidaktiken

Understanding Epistemological Tenets Underlying Scientific Language Use: A Multifaceted Analysis Framework

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