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<p>The Nature of Science (NOS) is widely acknowledged as a fundamental component of scientific literacy. However, not all elements of the NOS construct have been equally emphasised in science education. Explicit attention to science norms and values remains infrequent in NOS instruction. In this article, we analyse and discuss the categories related to normativity and axiology within the Family Resemblance Approach (FRA) to NOS. We establish and justify the epistemic/non-epistemic distinction for both values and norms, thereby expanding the FRA to NOS framework concerning these categories. Subsequently, we present a learning situation in a Year 11 Biology class, historically contextualised on Mendelian genetics. Data sources included audio-recorded lessons, field notes, and a semi-structured interview with the participant. The data were analysed using thematic and constant comparative techniques. Our analysis reveals how an approach that integrates NOS and scientific practices facilitates the emergence and discussion of science norms and values across three different categories: epistemic values for scientific products, epistemic values for science practices, and non-epistemic norms. We discuss some key lessons learned from this episode, as well as its limitations. We conclude by suggesting avenues for future research.</p>

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Discussing Science Values and Norms from a Learning Situation Historically Contextualised in Mendel’s Laws and Guided by Scientific Practices

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年3月5日

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  • Elisa Izquierdo-Acebes,
  • Antonio García-Carmona

摘要

The Nature of Science (NOS) is widely acknowledged as a fundamental component of scientific literacy. However, not all elements of the NOS construct have been equally emphasised in science education. Explicit attention to science norms and values remains infrequent in NOS instruction. In this article, we analyse and discuss the categories related to normativity and axiology within the Family Resemblance Approach (FRA) to NOS. We establish and justify the epistemic/non-epistemic distinction for both values and norms, thereby expanding the FRA to NOS framework concerning these categories. Subsequently, we present a learning situation in a Year 11 Biology class, historically contextualised on Mendelian genetics. Data sources included audio-recorded lessons, field notes, and a semi-structured interview with the participant. The data were analysed using thematic and constant comparative techniques. Our analysis reveals how an approach that integrates NOS and scientific practices facilitates the emergence and discussion of science norms and values across three different categories: epistemic values for scientific products, epistemic values for science practices, and non-epistemic norms. We discuss some key lessons learned from this episode, as well as its limitations. We conclude by suggesting avenues for future research.