Reconceptualised family resemblance approach to nature of science in pre-service science teacher education
Datos Bibliográficos
| ID | 23328637 |
|---|---|
| Autores | Ebru Kaya (0000-0001-8439-2395, Bogazici University, Istanbul, Turkey, autor de correspondencia), Sibel Erduran (0000-0001-5226-0136, University of Oxford, Oxford, UK), Busra Aksöz (0000-0002-6767-3467, Bogazici University, Istanbul, Turkey), Selin Akgun (0000-0002-6672-498X, Bogazici University, Istanbul, Turkey) |
| Año | 2019 |
| Volumen | 41 |
| Número | 1 |
| Páginas | 21-47 |
| Fecha de publicación | 2019-01-02 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | International Journal of Science Education, Part B (JOURNAL) |
| Identificadores de la revista | ISSN: 2154-8455 • E-ISSN: 2154-8463 |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09500693.2018.1529447 |
| OpenAlex | W2899389391 |
| Idioma | EN |
| Citas recibidas | 52 |
| Referencias citadas | 44 |
A recent framework on nature of science (NOS) is the Family Resemblance Approach (FRA). FRA presents NOS as a cognitive-epistemic and social-institutional system with a set of categories: aims and values, scientific methods, scientific practices, scientific knowledge and social-institutional aspects of science. Although FRA has been problematised philosophically and its implications for science education have been considered by science educators, its empirical adaptations in science education are limited. In order to illustrate the educational adaptations of FRA, we refer to Reconceptualised Family Resemblance Approach to Nature of Science or RFN. We present a study based on a funded pre-service science teacher education project whose aim was to design, implement and evaluate the impact of RFN strategies. Fifteen pre-service teachers participated in a 14-week teacher education intervention that infused RFN. A 70-item questionnaire was designed to investigate the outcomes of the teacher education intervention. Individual interviews with pre-service teachers were also conducted. Quantitative and qualitative data analysis suggest that the teacher education intervention had an overall significant impact on pre-service teachers’ views of NOS. The paper contributes to the understanding of how NOS can be incorporated in science teacher education using a new orientation to NOS based on FRA.
Intervention (counseling) · Mathematics education · Nature of Science · Pedagogy · Pre-service teacher education · Science education · Social science · Sociology · Sociology of scientific knowledge · Teacher education · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Psychology · Science Education and Pedagogy
Contributions of the Family Resemblance Approach to Nature of Science in Science Education
Analyzing the Progression of Nature of Science Representations in Chemistry Textbooks Across School Stages
Acquisition and Retention of Nature of Science Understandings
Going Forward
Nature of Science (NOS) Being Acquainted with Science of Science (SoS)
Mapping the nature of science in the Italian physics curriculum
Advancing students’ NOS understanding
Fifth-grade students’ understanding of social-institutional aspects of science
Humanising the nature of science
Investigating Scientists’ Views of the Family Resemblance Approach to Nature of Science in Science Education
Discussing Science Values and Norms from a Learning Situation Historically Contextualised in Mendel’s Laws and Guided by Scientific Practices
Is There a Limit to Resemblances
Toward Understanding Science as a Whole
Investigating the Development of Preservice Science Teachers’ Nature of Science Instructional Views Across Rings of the Family Resemblance Approach Wheel
Learning About Different Models of Theory Change Using an Adapted Mystery Tube Activity in Science Teacher Education
The Effect of Textbook Analysis as a Teacher Professional Development Tool on Teacher Understanding of Nature of Science
A Model for Teaching About the Nature of Science in the Context of Biological Education
Representations of Nature of Science in Chinese Physics Curriculum Standards over the Past Two Decades
To FRA or not to FRA
Family Resemblance Approach in Science Education
Pre-service Science Teachers’ Epistemic Beliefs, Nature of Science Views, and Beliefs in Pseudoscience
Korean In-service Science Teachers’ Perceptions of NOS
Preservice Secondary Science Teachers’ Nature of Science Views, Rationales, and Teaching During a NOS Course Guided by RFN
Learning Science in Context
Exploring the Nature of Science Conceptions of University Science Professors Using the Family Resemblance Framework
Improving Teachers’ and Students’ Views on Nature of Science Through Active Instructional Approaches
Improving Students’ Conceptions of Nature of Science
Natural History Museum Guides’ Conceptions on the Integration of the Nature of Science
Facilitating the Design and Analysis of Middle School Students’ Reasoning in the Context of Citizen Science
The Development of Nature of Science Understandings Questionnaire within Associated Approaches
Turkish Science Teachers’ Views on Nature of Science
Analysing the Nature of Science in the Brazilian Common Core Curriculum
Too Philosophical, Therefore Useless for Science Education
Representations of the Nature of Science in South African Physical Sciences Textbooks on Electricity and Magnetism
A Science Teacher’s Autoethnographic Reflections on Teaching Nature of Science
Beyond Hypothesis Testing
A Systematic Review of Research on Family Resemblance Approach to Nature of Science in Science Education
Analyzing the Evolution of the Nature of Science Representation in Compulsory Education Chemistry Curriculum Standards in China
Examining the Changes in Representations of Nature of Science in Chinese Senior High School Chemistry Textbooks
Comparison of Physics, Chemistry, and Biology Teachers’ Perceptions of Nature of Science and Domains of Science
Rethinking Nature of STEM
Development and Validation of an Instrument to Assess Pre-service Physics Teachers’ Views on Non-Epistemic Nature of Science
Science Teachers’ Views on the Nature of Science and its Integration into Instruction
How Do University Students Perceive the Nature of Science
The Power of Apprenticeships in Shaping Preservice Teachers’ Confidence and Understanding of the Nature of Science in Thailand
How is Students’ Understanding of Nature of Science Related with Their Metacognitive Awareness
Broadening a nature of science conceptualization
Perceptions and Experiences of Adult Children of Parents and Carers with Alcohol-Related Problems in Botswana
Effect of explicit and reflective activity-based instruction on senior secondary physics students’ views towards Nature of Science
Towards the Nature of Geography for geography education
Magnifying the Scope of Nature of Science (NOS) Toward the Whole
Nature of science and domain-specificity
Reconceptualizing the Nature of Science for Science Education
From FRA to RFN, or How the Family Resemblance Approach Can Be Transformed for Science Curriculum Analysis on Nature of Science
Understanding students' practical epistemologies and their influence on learning through inquiry
Two Views About Explicitly Teaching Nature of Science
The “general aspects” conceptualization as a pragmatic and effective means to introducing students to nature of science
Changing the Focus
Developing views of nature of science in an authentic context
New Directions for Nature of Science Research
Students' and teachers' conceptions of the nature of science
Improving science teachers' conceptions of nature of science
Views of nature of science questionnaire
Common method biases in behavioral research
Those Who Understand
Abandoning Patchwork Approaches to Nature of Science in Science Education
Teaching biotechnology through case studies-can we improve higher order thinking skills of nonscience majors
Evaluating knowledge of the nature of (whole) science
A Family Resemblance Approach to the Nature of Science for Science Education
| Obras citantes distintas | 52 |
|---|---|
| Citas por año | 7,43 |
| Intervalo de citas | 2019 - 2026 (8) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 52 |