Two fundamental questions about science are relevant for science educators: What is the nature of science? and what aspects of nature of science should be taught and learned? They are fundamental because they pertain to how science gets to be framed as a school subject and determines what aspects of it are worthy of inclusion in school science. This conceptual article re-examines extant notions of nature of science and proposes an expanded version of the Family Resemblance Approach, originally developed by (...) Irzik and Nola in which they view science as a cognitive-epistemic and as an institutional-social system. The conceptual basis of the expanded FRA is described and justified in this article based on a detailed account published elsewhere. The expanded FRA provides a useful framework for organizing science curriculum and instruction and gives rise to generative visual tools that support the implementation of a richer understanding of and about science. The practical implications for this approach have been incorporated into analysis of curriculum policy documents, curriculum implementation resources, textbook analysis and teacher education settings. (shrink)

Learning to construct good scientific explanations is an important aspect of learning science. To this end it is important to also consider that the detailed standards for good explanations differ across the sciences. Practitioners face these differences, for instance, when interdisciplinary work is attempted. This paper reports on a comparative qualitative study of exemplar explanations on polymers from molecular biology and polymer physics aiming to map the differences in standards for good explanations between the two domains. The study gives detail (...) to the theoretical expectation that mechanistic explanations are the ideal in molecular biology whereas derivations play the central role in polymer physics. Mechanistic explanations in molecular biology focus on material objects with a function-determining structure. In polymer physics derivations are the preferred kind of explanation. Derivations focus on variables, particularly, physical quantities like energy and entropy, whereas the three dimensional structure of polymers is often ignored. Differences in the kinds of explanations-seeking questions deemed relevant within the two domains are also identified. (shrink)