A Family Resemblance Approach to the Nature of Science for Science Education

@article{Irzik2011AFR,
  title={A Family Resemblance Approach to the Nature of Science for Science Education},
  author={G{\"u}rol Irzik and Robert Nola},
  journal={Science \& Education},
  year={2011},
  volume={20},
  pages={591-607}
}
Although there is universal consensus both in the science education literature and in the science standards documents to the effect that students should learn not only the content of science but also its nature, there is little agreement about what that nature is. This led many science educators to adopt what is sometimes called “the consensus view” about the nature of science (NOS), whose goal is to teach students only those characteristics of science on which there is wide consensus. This is… 
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The emergence of the Family Resemblance Approach (FRA) to nature of science (NOS) has prompted a fresh wave of scholarship embracing this new approach in science education. The FRA provides an
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There is, broadly speaking, an agreement within the international science education community that comprehension of the nature of science (NOS) should be a key element in the scientific literacy of
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The idea of family resemblance, when applied to science, can provide a powerful account of the nature of science (NOS). In this chapter we develop such an account by taking into consideration the
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Hodson and Wong (2017, this issue) argue that, though the nature of science (NOS) is now an established focus of school science education and a key element in defining scientific literacy, “the
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Abstract Two fundamental questions about science are relevant for science educators: (a) What is the nature of science? and (b) what aspects of nature of science should be taught and learned? They
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In both formal and informal settings, not only science but also views on the nature of science are communicated. Although there probably is no singular nature shared by all fields of science, in the
Controversy as a Blind Spot in Teaching Nature of Science
In this article, the argument is put forth that controversies about the scope and limits of science should be considered in Nature of Science (NOS) teaching. Reference disciplines for teaching NOS
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