Dramaturgical analysis of Boyle and Hobbes in developing NOS-based chemistry teaching materials for pre-service teachers

In this study, teaching materials related to the history of science (HOS) related to the Boyle–Hobbes debate were developed through the analytical lens of framing theory. Further, this study developed the teaching materials for learning the social-institutional aspects of the reconceptualized family resemblance approach (FRA) to the nature of science (NOS)—(RFN)—emphasizing the social and institutional aspects of scientific practice. For this purpose, the following three research questions were investigated in this study. First, the Boyle–Hobbes debate was re-examined using Goffman’s dramatic frame analysis; second, teaching materials corresponding to RFN were developed as a result of the reexamined Boyle–Hobbes debate; third, with the educational materials developed from this perspective, a curriculum was proposed to solidify the educational effects. This study suggests that the drama of the Boyle–Hobbes debate can serve as a rich source for concrete teaching materials concerning the hitherto-overlooked social-institutional aspects of RFN.