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International Journal of Science Education Volume 41, 2019 - Issue 1
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Articles

Reconceptualised family resemblance approach to nature of science in pre-service science teacher education

Ebru KayaBogazici University, Istanbul, TurkeyCorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0001-8439-2395View further author information
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Sibel ErduranUniversity of Oxford, Oxford, UK;School of Education, University of Limerick, Limerick, Republic of IrelandORCID Iconhttp://orcid.org/0000-0001-5226-0136View further author information
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Busra AksozBogazici University, Istanbul, TurkeyView further author information
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Selin AkgunBogazici University, Istanbul, TurkeyORCID Iconhttp://orcid.org/0000-0002-6672-498XView further author information
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Pages 21-47 | Received 25 Mar 2018, Accepted 24 Sep 2018, Published online: 31 Oct 2018

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Sun Young Kim & Amani K. Hamdan Alghamdi. (2023) Saudi Arabian secondary school students’ views of the nature of science and epistemological beliefs: gendered differences. Research in Science & Technological Education 41:3, pages 838-860.
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Helen Georgiou. (2023) Preservice Teachers’ Views of the “Social Embeddedness” Tenet of the Nature of Science: A New Method of Analysis. Journal of Science Teacher Education 34:3, pages 248-266.
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Majken Korsager, Kirsten Fiskum, Berit Reitan & Sibel Erduran. (2022) Nature of science in science textbooks for vocational training in Norway. Research in Science & Technological Education 0:0, pages 1-16.
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Sonja M. Mork, Berit S. Haug, Øystein Sørborg, Subashini Parameswaran Ruben & Sibel Erduran. (2022) Humanising the nature of science: an analysis of the science curriculum in Norway. International Journal of Science Education 44:10, pages 1601-1618.
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Steven Puttick & Alison Cullinane. (2022) Towards the Nature of Geography for geography education: an exploratory account, learning from work on the Nature of Science. Journal of Geography in Higher Education 46:3, pages 343-359.
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Martina Caramaschi, Alison Cullinane, Olivia Levrini & Sibel Erduran. (2022) Mapping the nature of science in the Italian physics curriculum: from missing links to opportunities for reform. International Journal of Science Education 44:1, pages 115-135.
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Melike Akbayrak & Ebru Kaya. (2020) Fifth-grade students’ understanding of social-institutional aspects of science. International Journal of Science Education 42:11, pages 1834-1861.
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Articles from other publishers (52)

Rola Khishfe. (2022) Improving Students’ Conceptions of Nature of Science: A Review of the Literature. Science & Education 32:6, pages 1887-1931.
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Dilara GÖREN & Ebru KAYA. (2023) Öğrencilerin Bilimin Doğası Anlayışları ile Üst Bilişsel Farkındalıkları Arasındaki İlişki. Boğaziçi Üniversitesi Eğitim Dergisi.
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Miri Barak. (2023) Family Resemblance Approach in Science Education. Science & Education 32:5, pages 1221-1225.
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Zoubeida R. Dagher & Sibel Erduran. (2023) To FRA or not to FRA: What is the question for science education?. Science & Education 32:5, pages 1247-1264.
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Sarah Voss, Isaiah Kent-Schneider, Jerrid Kruse & Ren Daemicke. (2023) Investigating the Development of Preservice Science Teachers’ Nature of Science Instructional Views Across Rings of the Family Resemblance Approach Wheel. Science & Education 32:5, pages 1363-1399.
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Zeynep Merve Demirel, Semra Sungur & Jale Çakıroğlu. (2022) Science Teachers’ Views on the Nature of Science and its Integration into Instruction. Science & Education 32:5, pages 1401-1433.
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Rachel Takriti, Hassan Tairab, Najwa Alhosani, Hala Elhoweris, Lindsay Schofield, Lutfieh Rabbani & Iman AlAmirah. (2022) Toward Understanding Science as a Whole. Science & Education 32:5, pages 1321-1361.
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Wonyong Park & Richard Brock. (2022) Is There a Limit to Resemblances?. Science & Education 32:5, pages 1265-1286.
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Dilara Goren & Ebru Kaya. (2022) How is Students’ Understanding of Nature of Science Related with Their Metacognitive Awareness?. Science & Education 32:5, pages 1471-1496.
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Kason Ka Ching Cheung & Sibel Erduran. (2022) A Systematic Review of Research on Family Resemblance Approach to Nature of Science in Science Education. Science & Education 32:5, pages 1637-1673.
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Yi-Fen Yeh, Thasmai Dhurumraj & Umesh Ramnarain. (2022) Representations of the Nature of Science in South African Physical Sciences Textbooks on Electricity and Magnetism. Science & Education 32:5, pages 1537-1559.
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Ayşegül Çilekrenkli & Ebru Kaya. (2022) Learning Science in Context: Integrating a Holistic Approach to Nature of Science in the Lower Secondary Classroom. Science & Education 32:5, pages 1435-1469.
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Busra Aksöz, Ebru Kaya & Aysegül Çilekrenkli. (2023) A Science Teacher’s Autoethnographic Reflections on Teaching Nature of Science. Science & Education.
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Sangwoo Ha. (2023) Learning About Different Models of Theory Change Using an Adapted Mystery Tube Activity in Science Teacher Education. Science & Education.
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Ayse Buber & Gul Unal Coban. (2022) The Development of Nature of Science Understandings Questionnaire within Associated Approaches. Science & Education 32:4, pages 1075-1137.
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Huinan Liu, Bo Chen, Kai Chen & Yanting Jing. (2023) Investigating Preservice Chemistry Teachers’ Understanding and Views about the Diversity of Scientific Methods. Journal of Chemical Education 100:6, pages 2292-2302.
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Oktay Kızkapan, Oğuzhan Nacaroğlu & Aslı Saylan Kırmızıgül. (2023) Pre-service Science Teachers’ Epistemic Beliefs, Nature of Science Views, and Beliefs in Pseudoscience. Science & Education.
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Hassan Tairab, Rachel Takriti, Lutfieh Rabbani, Iman AlAmirah, Najwa Alhosani & Sibel Erduran. (2023) Magnifying the Scope of Nature of Science (NOS) Toward the Whole: An Investigation of NOS Representation in Early Childhood Science Education Standards. Canadian Journal of Science, Mathematics and Technology Education 23:2, pages 210-227.
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Miri Barak, Tal Yachin & Sibel Erduran. (2022) Tracing Preservice Teachers’ Understanding of Nature of Science Through Their Drawings and Writing. Research in Science Education 53:3, pages 507-523.
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Tarisai Chanetsa & Umesh Ramnarain. (2023) The Effect of Textbook Analysis as a Teacher Professional Development Tool on Teacher Understanding of Nature of Science. Science & Education.
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Hunkoog Jho. 2023. The International Handbook of Physics Education Research: Special Topics. The International Handbook of Physics Education Research: Special Topics 7-1 7-22 .
Sibel Erduran & Wonyong Park. 2023. The International Handbook of Physics Education Research: Learning Physics. The International Handbook of Physics Education Research: Learning Physics 16-1 16-32 .
Tiago Guimarães Inêz, Breno Pascal de Lacerda Brito & Charbel N. El-Hani. (2021) A Model for Teaching About the Nature of Science in the Context of Biological Education. Science & Education 32:1, pages 231-276.
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Alison Cullinane, Judith Hillier, Ann Childs & Sibel Erduran. (2022) Teachers' perceptions of Brandon's Matrix as a framework for the teaching and assessment of scientific methods in school science. Research in Science Education 53:1, pages 193-212.
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Sila Kaya-Capocci, Orla McCormack, Sibel Erduran & Naomi Birdthistle. (2021) Exploring the impact of positing entrepreneurship in nature of science: initial science teachers' perspectives. Education + Training 64:7, pages 996-1017.
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Bianca Reinisch & Kristina Fricke. (2022) Broadening a nature of science conceptualization: Using school biology textbooks to differentiate the family resemblance approach. Science Education 106:6, pages 1375-1407.
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Hallie S. Edgerly, Jerrid W. Kruse & Jesse L. Wilcox. (2021) Quantitatively Investigating Inservice Elementary Teachers’ Nature of Science Views. Research in Science Education 52:5, pages 1467-1480.
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Jean Bosco Bugingo, Lakhan Lal Yadav, Innocent Sebasaza Mugisha & K. K. Mashood. (2022) Improving Teachers’ and Students’ Views on Nature of Science Through Active Instructional Approaches: a Review of the Literature. Science & Education.
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Bo Chen, Shaoli Chen, Huinan Liu & Xianhua Meng. (2022) Examining the Changes in Representations of Nature of Science in Chinese Senior High School Chemistry Textbooks. Science & Education.
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Sibel Erduran. (2022) Too Philosophical, Therefore Useless for Science Education?. Science & Education 31:3, pages 563-567.
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Alison Cullinane & Sibel Erduran. (2022) Investigating Pre-Service Teachers’ Understanding of Nature of Science: Contributions of An Assessment Tool Based on the Reconceptualized Family Resemblance Approach. Interdisciplinary Journal of Environmental and Science Education 18:4, pages e2290.
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Jen-Yi Wu & Sibel Erduran. (2022) Investigating Scientists’ Views of the Family Resemblance Approach to Nature of Science in Science Education. Science & Education.
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Olga Ioannidou & Sibel Erduran. (2021) Beyond Hypothesis Testing. Science & Education 30:2, pages 345-364.
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Ismo T. Koponen. (2021) Nature of Science (NOS) Being Acquainted with Science of Science (SoS): Providing a Panoramic Picture of Sciences to Embody NOS for Pre-Service Teachers. Education Sciences 11:3, pages 107.
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L Rusyati, N Y Rustaman, A Widodo & M Ha. (2021) A review of research trends on meta-cognitive in science education within the past decade. Journal of Physics: Conference Series 1806:1, pages 012136.
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H Azninda, Raharjo & T Sunarti. (2021) Teachers’ Views about Nature of Science (NOS) Using Reconceptualised Family Resemblance Approach to Nature of Science (RFN) Questionnaire. Journal of Physics: Conference Series 1747:1, pages 012019.
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Saouma BouJaoude, Abdullah Ambusaidi & Sara Salloum. 2020. International Handbook of Research on Multicultural Science Education. International Handbook of Research on Multicultural Science Education 1 28 .
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Norman G. Lederman & Judith S. Lederman. (2019) Teaching and learning nature of scientific knowledge: Is it Déjà vu all over again?. Disciplinary and Interdisciplinary Science Education Research 1:1.
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Norman G. Lederman, Fouad Abd-El-Khalick & Mike U. Smith. (2019) Teaching Nature of Scientific Knowledge to Kindergarten Through University Students. Science & Education 28:3-5, pages 197-203.
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Sibel Erduran & Ebru Kaya. (2018) Drawing Nature of Science in Pre-service Science Teacher Education: Epistemic Insight Through Visual Representations. Research in Science Education 48:6, pages 1133-1149.
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