Contextualisation of factual knowledge in genetics: A pre- and post- survey of undergraduates’ understanding of the Nature of Science

Petersen, Imme; Herzog, Stephanie; Bath, Corinna; Fleißner, André

doi:10.29333/ijese/7816

Cited by 21 publications

(8 citation statements)

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“…The contributions of the FRA in science education have been documented in a recent review . For example, FRA has been applied to teacher education (Kaya et al, 2019), undergraduate teaching and learning (Akgun & Kaya, 2020;Petersen et al, 2020), curriculum analysis (Cheung, 2020;Kaya & Erduran, 2016;Yeh et al, 2019), textbook analysis (McDonald, 2017;Park, Wu, et al, 2020;Park, Yang, et al, 2020), and STEM education (Couso & Simmaro, 2020;Park et al, 2020b). Erduran, Kaya, and Avraamidou (2020) investigated how the FRA framework could be linked to broader curricular goals related to social justice, and the utility of FRA in the enculturation of university students in scientific cultures has been explored (Mohan & Kelly, 2020).…”

Section: Family Resemblance Approach To Nature Of Sciencementioning

confidence: 99%

“…Although the relevance of the FRA framework for science education has been evidenced in numerous recent studies including those focusing on teacher education (Kaya et al 2019), undergraduate teaching (Petersen et al, 2020), curriculum analysis (Cheung, 2020;Kaya & Erduran, 2016;Yeh et al, 2019), textbook analysis (Bou-Jaoude et al, 2017;McDonald, 2017;Park, Wu, et al, 2020;Park, Yang, et al, 2020), and STEM education (Couso & Simmaro, 2020), scientists' views of FRA have not been investigated. Considering FRA is a relatively new account about NOS, it is worthwhile to ask if its depiction of NOS is coherent with how scientists view NOS.…”

Section: Family Resemblance Approach To Nature Of Sciencementioning

confidence: 99%

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Investigating Scientists’ Views of the Family Resemblance Approach to Nature of Science in Science Education

Erduran

2022

Sci & Educ

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In this paper, we use the “Family Resemblance Approach” (FRA) as a framework to characterize how scientists view the nature of science (NOS). FRA presents NOS as a “system” that includes clusters or categories of ideas about the cognitive-epistemic and social-institutional aspects of science. For example, the cognitive-epistemic aspects include aims and values such as objectivity and scientific methods such as hypothesis testing. Social-institutional aspects refer to a range of components including social values such as honesty about evidence and institutional contexts of science such as research institutions. Characterized as such, NOS is thus a system of interacting components. The initial account of FRA was proposed by philosophers of science and subsequently adapted and extended for science education including through empirical studies. Yet, there is little understanding of the extent to which FRA coheres with scientists’ own depictions about NOS. Hence, an empirical study was conducted with scientists to investigate their views about FRA as well as their views of NOS using the FRA framework. In so doing, the research sought to explore the utility of FRA from scientists’ point of view. Qualitative and quantitative analysis of 17 Taiwanese scientists’ responses to a set of written questions indicates that scientists are in agreement with the FRA account of NOS, and they detail all aspects in their reference to NOS, although the social-institutional aspects are underrepresented in their depiction. Implications for further studies and science education are discussed.

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Section: Family Resemblance Approach To Nature Of Sciencementioning

confidence: 99%

Section: Family Resemblance Approach To Nature Of Sciencementioning

confidence: 99%

Investigating Scientists’ Views of the Family Resemblance Approach to Nature of Science in Science Education

Erduran

2022

Sci & Educ

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“…The FRA framework has garnered support within the science education community (e.g. Cheung, 2020;Couso & Simmaro, 2020;Petersen et al, 2020). For example, FRA has been applied to studies that focused on textbook analysis (e.g.…”

Section: Family Resemblance Approach To Nature Of Sciencementioning

confidence: 99%

Student, Teacher, and Scientist Views of the Scientific Enterprise: An Epistemic Network Re-analysis

Peters‐Burton

Dagher

Erduran

2022

Int J of Sci and Math Educ

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There is substantial research in science education about students’, teachers’, and scientists’ views of nature of science (NOS). Many studies have used NOS frameworks that focus on particular ideas such as tentativeness of scientific knowledge and cultural embeddedness of science. In this paper, we investigate NOS from the perspective of the Family Resemblance Approach (FRA) which considers clusters of ideas about science in terms of categories that offer a comprehensive analytical lens to studying NOS views. The empirical study re-analyzes NOS views obtained from 7 and 8th grade students, science teachers, and scientists using the FRA lens. Statements from all three groups were obtained using a free-write questionnaire on nature of knowledge and nature of knowing. The statements were reclassified using the FRA framework. Epistemic network analysis (ENA) was applied to the statements produced by each group of participants, and the resulting network models were interpreted and compared. The results show that student and teacher network models possessed no central idea, and more tangible ideas about science were frequently connected. Scientist network models showed more connections across their statements which indicate a higher degree of agreement and coherence among a variety of ideas compared to student and teacher network models. The paper discusses the findings as well as the methodological contributions, and concludes with implications for future research.

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“…A recent special issue of the journal Science & Education (Barak, 2023) was dedicated to various aspects of FRA usage in science education, building on previous studies. For example, previous work in various countries included the integration of FRA in teacher education in Türkiye (Kaya et al, 2019) and teaching undergraduate students in Germany (Petersen et al, 2020). FRA has also been used as an analytical tool for examining STEM curricula in Spain (Couso and Simmaro, 2020) and science assessments in Hong Kong (Cheung, 2020).…”

Section: Introductionmentioning

confidence: 99%

Using the family resemblance approach to inform STEAM education

Erduran,

Cheung

2024

London Review of Education

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In this article, we use the family resemblance approach as a framework to contribute to the debate about the similarities and differences between the constituent disciplines of STEAM (science, technology, engineering, arts and mathematics) and to explore the implications for education. The family resemblance approach has been used in science education in various ways, for instance, in teacher education and undergraduate teaching and as an analytical tool for examining science curricula and assessments. The relevant sense of application of the family resemblance approach for our purposes in this article is that it is a framework that has the potential to differentiate the disciplines underpinning STEAM. We explore the utility of the family resemblance approach for clarifying what is meant by the nature of STEAM and, subsequently, we elaborate on some practical examples drawn from a project conducted in Hong Kong with Year 7 (12–13-year-old) students to illustrate how the use of the family resemblance approach can help articulate a contrast of nature of science and the arts in school activities.

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Contextualisation of factual knowledge in genetics: A pre- and post- survey of undergraduates’ understanding of the Nature of Science

Cited by 21 publications

References 58 publications

Investigating Scientists’ Views of the Family Resemblance Approach to Nature of Science in Science Education

Investigating Scientists’ Views of the Family Resemblance Approach to Nature of Science in Science Education

Student, Teacher, and Scientist Views of the Scientific Enterprise: An Epistemic Network Re-analysis

Using the family resemblance approach to inform STEAM education

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