Nature of science in science textbooks for vocational training in Norway

Korsager, Majken; Fiskum, Kirsten; Reitan, Berit; Erduran, Sibel

doi:10.1080/02635143.2022.2135498

Cited by 5 publications

(1 citation statement)

References 43 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…By introducing a series of cognitive, epistemic, social and institutional categories to characterise science as a system (Erduran and Dagher, 2014), the framework has advanced a systematic and inclusive characterisation that can be traced in a range of contexts. For example, the framework has enabled researchers to trace across national contexts how the socio-institutional dimensions of science are consistently under-represented in science curricula from various parts of the world, such as Italy (Caramaschi et al, 2022), Norway (Korsager et al, 2022) and Taiwan (Yeh et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Using the family resemblance approach to inform STEAM education

Erduran,

Cheung

2024

London Review of Education

Self Cite

View full text Add to dashboard Cite

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.

show abstract