Exploring the Nature of Science Conceptions of University Science Professors Using the Family Resemblance Framework

Over the past few decades, research has been conducted on the nature of science (NOS), which is considered a critical component for achieving scientific literacy. This study aims to explore university science professors’ views of NOS using a recent theoretical framework, which is the family resemblance approach (FRA). FRA is a comprehensive framework that presents NOS in terms of cognitive-epistemic and social-institutional systems, including eleven categories. Only two studies used the FRA as an analytical tool to explore scientists’ views about NOS. Consequently, this study extends the emerging literature on the FRA by exploring the NOS conceptions of science professors in the Lebanese context. The study used a mixed-methods approach and involved 35 professors teaching science-technology- and engineering-related subjects. Results obtained from a modified version of the reconceptualized FRA questionnaire as well as semi-structured interviews revealed that the NOS conceptions of the science professors are in line with the FRA framework. While the categories of the cognitive-epistemic system were the most highlighted in the professors’ responses, categories of the social-institutional system were less addressed. Interestingly, a new theme related to epistemic affect emerged in the interviews of two professors. The findings discuss practical and pedagogical implications for instruction and recommend future areas for research.