Does Research on Nature of Science and Social Justice Intersect? Exploring Theoretical and Practical Convergence for Science Education

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

“…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). Irzik and Nola's (2011) account was inspired by Wittgenstein's idea of "family resemblances."…”

“…Following on from this discussion, closer attention is paid to FRA to frame the empirical study with scientists presented subsequently in the paper. Although the empirical base of research on FRA in science education has been growing (e.g., Cheung, 2020;Erduran & Kaya, 2018;Erduran et al, 2020;McDonald, 2017;Park et al, 2020a;Park et al, 2020b), there is limited 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.…”

Who aspires to be a scientist/who is allowed in science? Science identity as a lens to exploring the political dimension of the nature of science

“…We recommend another approach: Disrupt the incompatible view of NOS to focus on a more holistic, inclusive, and equitable representation of NOS and who can be a scientist that embraces the diversity and subjectivity of identity in general and science in particular. A departure point perhaps would be, as Sibel Erduran, Ebru Kaya and Lucy Avraamidou ( 2020 ) argued, to explore the relations between key constructs in contemporary conceptualizations of NOS (e.g., epistemic features of scientific knowledge, social values, political power structures) and social justice (e.g., difference principle, opportunities for fulfilling lives, freedom). Such a holistic approach to NOS promises to bring to the surface the social-institutional dimensions of science which serve as barriers to science identity development.…”

Μελέτη Της Φύσης Των Φυσικών Επιστημών

“…NOSK teaching could, on the next level, be expanded to goals related to social justice, and discuss concepts like diversity, identity, equality, ethos, etc. (Yacoubian & Hansson, 2020;Erduran et al, 2020). Finally, one issue that has been mentioned (Bell & Lederman, 2003;Khishfe, 2012;Yacoubian, 2018), but there is no extensive literature, is the lessons on decision making through NOSK instructions.…”

“…Σε αυτό προτείνεται, μεταξύ άλλων, η συζήτηση να επεκταθεί πέρα από το τυπικό μάθημα Φ.Ε. και να αναφερθούν έννοιες όπως η διαφορετικότητα, ο σεβασμός, η εύρεση ταυτότητας, η ισότητα, το ήθος, οι ίσες ευκαιρίες και η οικονομική δικαιοσύνη, τόσο στην επιστημονική κοινότητα, όσο και μεταξύ των μαθητών (Erduran et al, 2020). Ο Bazzul (2020) υποστηρίζει ότι η πλουραλιστική φύση των Φ.Ε.…”