Cargando…

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

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 consi...

Descripción completa

Detalles Bibliográficos
Autores principales: Cheung, Kason Ka Ching, Erduran, Sibel
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer Netherlands 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9403965/
https://www.ncbi.nlm.nih.gov/pubmed/36039351
http://dx.doi.org/10.1007/s11191-022-00379-3
_version_ 1784773499918745600
author Cheung, Kason Ka Ching
Erduran, Sibel
author_facet Cheung, Kason Ka Ching
Erduran, Sibel
author_sort Cheung, Kason Ka Ching
collection PubMed
description 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.
format Online
Article
Text
id pubmed-9403965
institution National Center for Biotechnology Information
language English
publishDate 2022
publisher Springer Netherlands
record_format MEDLINE/PubMed
spelling pubmed-94039652022-08-25 A Systematic Review of Research on Family Resemblance Approach to Nature of Science in Science Education Cheung, Kason Ka Ching Erduran, Sibel Sci Educ (Dordr) SI: Family Resemblance Approach 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. Springer Netherlands 2022-08-25 /pmc/articles/PMC9403965/ /pubmed/36039351 http://dx.doi.org/10.1007/s11191-022-00379-3 Text en © The Author(s) 2022 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) .
spellingShingle SI: Family Resemblance Approach
Cheung, Kason Ka Ching
Erduran, Sibel
A Systematic Review of Research on Family Resemblance Approach to Nature of Science in Science Education
title A Systematic Review of Research on Family Resemblance Approach to Nature of Science in Science Education
title_full A Systematic Review of Research on Family Resemblance Approach to Nature of Science in Science Education
title_fullStr A Systematic Review of Research on Family Resemblance Approach to Nature of Science in Science Education
title_full_unstemmed A Systematic Review of Research on Family Resemblance Approach to Nature of Science in Science Education
title_short A Systematic Review of Research on Family Resemblance Approach to Nature of Science in Science Education
title_sort systematic review of research on family resemblance approach to nature of science in science education
topic SI: Family Resemblance Approach
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9403965/
https://www.ncbi.nlm.nih.gov/pubmed/36039351
http://dx.doi.org/10.1007/s11191-022-00379-3
work_keys_str_mv AT cheungkasonkaching asystematicreviewofresearchonfamilyresemblanceapproachtonatureofscienceinscienceeducation
AT erduransibel asystematicreviewofresearchonfamilyresemblanceapproachtonatureofscienceinscienceeducation
AT cheungkasonkaching systematicreviewofresearchonfamilyresemblanceapproachtonatureofscienceinscienceeducation
AT erduransibel systematicreviewofresearchonfamilyresemblanceapproachtonatureofscienceinscienceeducation