Analysis of biology-specific nature of science features in the biology curriculum (Bio-NOS)
Final Report Abstract
Developing an understanding of the nature of science (NOS) contributes to the development of scientific literacy, which is in line with the intended curriculum in various countries. Findings indicate that students’ understanding of NOS is not sufficiently developed. Textbooks were also found to present NOS content inadequately. At the same time, the discipline-general NOS conceptualization, which is usually the basis of such studies is, described as undifferentiated and inadequate from a discipline-specific perspective. An alternative, discipline-specific NOS conceptualization is theoretically based on the Family Resemblance Approach (FRA) to NOS, which maps both cognitive-epistemic and social-institutional NOS content into 11 categories. In the biology curriculum analysis, NOS content in seven biology school textbooks was identified and analyzed. The analysis of the textbooks by means of structuring qualitative content analysis led to a differentiated FRA-category system, which contains changes and further developments of the original categories. It was also shown that the textbooks contain mainly cognitive-epistemic NOS aspects and that social-institutional NOS aspects are neglected. Based on the literature, categories with potential biology-specific content (e.g. scientific ethos) were then selected and presented in semi-structured individual interviews to scientists specializing in biology (n = 6), chemistry (n = 8), physics (n = 10) and philosophy of science (n = 4) regarding their relevance for their own discipline or for biology among philosophers of science. The results show that the characteristics of biological research objects (individuality, vitality, openness, emergence, development, diversity) justify the 17 biology-specific NOS concepts identified. For example, the consideration of ethical values and legal regulations in research is justified by the vitality and sensitivity to pain of biological research objects. The explication of biology-specific NOS concepts provides opportunities to contextualize NOS aspects for biology teaching by presenting authentic practical references through the statements of scientists. It is anticipated that by embedding contextualized NOS aspects in the classroom, meaningful connections can be made between biological content and the characteristics, conditions, and limitations of biological research.
Publications
-
Entwicklung eines nature-of-science-Kategoriensystems auf Basis des family resemblance approach [abstract]. In Transfer in Forschung und Praxis: 21. Internationale Tagung der Fachsektion Didaktik der Biologie (FDdB) im VBIO (S. 122), virtuelle Konferenz.
Fricke, K. & Reinisch, B.
-
Evaluation and differentiation of the family resemblance approach to nature of science [abstract]. Fostering scientific citizenship in an uncertain world: 14th conference of the European Science Education Research Association (ESERA) conference. Braga, Portugal; virtuelle Konferenz
Fricke, K. & Reinisch, B.
-
Broadening a nature of science conceptualization: Using school biology textbooks to differentiate the family resemblance approach. Science Education, 106(6), 1375-1407.
Reinisch, Bianca & Fricke, Kristina
-
Den Family Resemblance Approach zur Erstellung von Nature of Science-Mysterys nutzen [abstract]. In Biologiedidaktische Nature of Science Forschung: Zukunftsweisende Praxis. Freie Universität Berlin
Fricke, Kristina & Reinisch, Bianca
-
Dian Fossey und ihre Gorillas. In L. Großmann, S. H. Nessler & D. Krüger (Hrsg.), Biosphäre Mysterys SI/SII. Rätselhafte Wege der Erkenntnisgewinnung (S. 130–136). Cornelsen
Fricke, K. & Reinisch, B.
-
Differentiation and evaluation of the family resemblance approach to nature of science. In K. Kortland (Hrsg.), ESERA summer school 2022. eBook of Synopses (S. 35–38). Universität Utrecht
Fricke, K.
-
Evaluation of nature of science representations in biology school textbooks using the family resemblance approach [abstract]. In NARST 2022 International Conference Abstract Book (S. 89). Vancouver; virtuelle Konferenz
Fricke, K. & Reinisch, B.
-
Untersuchung von nature of science-Repräsentationen in Biologieschulbüchern [abstract]. In M. Wilde, N. Großmann, M. Basten, T. Kirchhoff, M. Klatthaar, S. I. Kleinert, M. Hülsmann & S. Lüking (Hrsg.), 23. Internationale Frühjahrsschule der Fachsektion Didaktik der Biologie im VBIO (S. 9–10). Universität Bielefeld
Fricke, K. & Reinisch, B.
-
Biologiespezifische Nature of Science-Konzepte. Eine Interviewstudie mit Fachwissenschaftler*innen [abstract]. In M. Müller & S. Schaal (Hrsg.), Herausforderung Zukunft. Tagungsband der internationalen Tagung der Fachsektion Didaktik der Biologie (FdDB) im VBIO (extended summaries) (S. 528–530). Pädagogische Hochschule Ludwigsburg & Fachsektion der Didaktik der Biologie im VBIO
Fricke, K. & Reinisch, B.
-
Evaluation of Nature of Science Representations in Biology School Textbooks Based on a Differentiated Family Resemblance Approach. Science & Education, 32(5), 1583-1611.
Fricke, Kristina & Reinisch, Bianca
-
Rätselhafte Wege der Erkenntnisgewinnung: Von wildgewordenen Affen, kriminellen Pinguinen und hinterlistigen Entdeckern. 19. Jahrestagung des MNU-Landesverbands Berlin/Brandenburg an der Freien Universität Berlin, 05.09.2023
Fricke, K. & Großmann, L. & Reinisch, B.
-
Nature of Science im Kontext: Gestaltung von Lerngelegenheiten am Beispiel der Mystery-Methode. Biologiedidaktische Nature of Science-Forschung: Zukunftsweisende Praxis, 85-97. Springer Berlin Heidelberg.
Fricke, Kristina & Reinisch, Bianca
