From FRA to RFN, or How the Family Resemblance Approach Can Be Transformed for Science Curriculum Analysis on Nature of Science
Bibliographic Data
| ID | 23384243 |
|---|---|
| Authors | Ebru Kaya (0000-0001-8439-2395, Bogaziçi University, corresponding author), Sibel Erduran (0000-0001-5226-0136, National Taiwan Normal University) |
| Year | 2016 |
| Volume | 25 |
| Issue | 9-10 |
| Pages | 1115-1133 |
| Publication date | 2016-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Science & Education (JOURNAL) |
| Journal identifiers | ISSN: 0926-7220 • E-ISSN: 1573-1901 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s11191-016-9861-3 |
| OpenAlex | W2556556363 |
| Language | EN |
| Citations received | 69 |
| References cited | 26 |
Curriculum · Curriculum development · Curriculum theory · Epistemology · Ethos · Family resemblance · Inclusion (mineral) · Linguistics · Mathematics education · Nature of Science · Pedagogy · Science education · Social science · Sociology · Terminology · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Philosophy · Psychology · Science Education and Pedagogy
Contributions of the Family Resemblance Approach to Nature of Science in Science Education
Reconceptualised family resemblance approach to nature of science in pre-service science teacher education
Epistemic anatomy of the reform‐based secondary chemistry curricula
Analyzing the Progression of Nature of Science Representations in Chemistry Textbooks Across School Stages
Understanding epistemological notions underlying scientific language use
Mapping the nature of science in the Italian physics curriculum
Eliciting students’ understanding of nature of science with text-based tasks
Early years education teachers’ perceptions of nature of science
Understanding of Nature of Science (NOS) in pre-service teachers with different science content knowledge, before and after an intervention
Advancing students’ NOS understanding
Integrating nature of science in science instruction
Humanising the nature of science
Exploring the representation of the nature of science across disciplines
Shifting away from global trends? Examining the representation of the nature of science in the Flemish curriculum in an international policy context
Unpacking Epistemic Insights of Artificial Intelligence (AI) in Science Education
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
Revisiting the Foundations of the Family Resemblance Approach to Nature of Science
S + T + M = E as a Convergent Model for the Nature of STEM
Data-Texts in the Sciences
Representations of the Nature of Science in Generative AI (GPT-4o)
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
Investigating the Nature of Science in Reformed Chinese Biology Curriculum Standards
A Theoretical Framework for Integrated STEM Education
The Value of the Philosophy of Science in Senior High School Science Education from the Perspective of the Nature of Science
A Model for Teaching About the Nature of Science in the Context of Biological Education
Exploring the Inclusion of Nature of Science in Turkish Middle School Science Textbooks
Representations of Nature of Science in Chinese Physics Curriculum Standards over the Past Two Decades
Reconceptualized Family Resemblance Approach to the Nature of Science in Middle-School Science Textbooks from Brazil and South Korea Regarding Environmental Issues
Innovative Evaluation of Pre-Service Science Teachers’ Nature of Science-Based Activity Practices and Their Integration with Science Subjects
Chinese Grades 1–9 Students’ Views of the Nature of Science
Analyzing the Nature of Science
Evaluation of Nature of Science Representations in Biology School Textbooks Based on a Differentiated Family Resemblance Approach
The Nature of STEM Disciplines in the Science Education Standards Documents from the USA, Korea and Taiwan
Elaborating Nature of Engineering Through Family Resemblance Approach
Family Resemblance Approach in Science Education
Korean In-service Science Teachers’ Perceptions of NOS
Using Children’s Literature in the Middle School Science Class to Teach Nature of Science
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
The Intersection Between Social-Institutional Aspects of Nature of Science and Social Justice in Natural History Museum Exhibitions
Natural History Museum Guides’ Conceptions on the Integration of the Nature of Science
A Framework for Epistemological Discussion on Integrated STEM Education
Turkish Science Teachers’ Views on Nature of Science
Examining the Articulation of Nature of Science in Biology Textbooks for Grades 1–12
Analysing the Nature of Science in the Brazilian Common Core Curriculum
Representations of the Nature of Science in South African Physical Sciences Textbooks on Electricity and Magnetism
Nature of Science in Norway’s Recent Curricula Reform
A Science Teacher’s Autoethnographic Reflections on Teaching Nature of Science
Exploring the Inclusion of Nature of Science in Biology Curriculum and High-Stakes Assessments in Hong Kong
Nature of Engineering
Exploring the boundaries in an interdisciplinary context through the Family Resemblance Approach
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
Comparison of Physics, Chemistry, and Biology Teachers’ Perceptions of Nature of Science and Domains of Science
Estimating Epistemic Practices Loads in Elementary and Middle School Science Curricula
Science Teachers’ Views on the Nature of Science and its Integration into Instruction
How Do University Students Perceive the Nature of Science
Representation of Changes about Nature of Science in Turkish Middle School Science Textbooks
The Hidden Lessons of Scientific Writing
A Comparative Epistemic Network Analysis of the Nature of Science in Turkish National Physics Curriculum and International Baccalaureate Diploma Programme Physics Curriculum
How is Students’ Understanding of Nature of Science Related with Their Metacognitive Awareness
Action research in a teacher education program
Broadening a nature of science conceptualization
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
Nature of science and domain-specificity
Reconceptualizing the Nature of Science for Science Education
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
Reconceptualizing the Nature of Science for Science Education
Changing the Focus
New Directions for Nature of Science Research
Views of nature of science questionnaire
Visible Empire
Document Analysis as a Qualitative Research Method
Forum Introduction
Discovering Reality
Evaluating knowledge of the nature of (whole) science
A Family Resemblance Approach to the Nature of Science for Science Education
Epistemic Cultures
| Unique citing works | 69 |
|---|---|
| Citations per year | 9,86 |
| Citation span | 2019 - 2026 (8) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 69 |