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Turkish Science Teachers' Views on Nature of Science: Curriculum and Implementation.

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Title: Turkish Science Teachers' Views on Nature of Science: Curriculum and Implementation.
Authors: Kurt, Gözde1 (AUTHOR) gozde.kurt.59@gmail.com, Kaya, Ebru1 (AUTHOR) ebru.kaya@bogazici.edu.tr
Source: Science & Education. Oct2025, Vol. 34 Issue 5, p3429-3458. 30p.
Subject Terms: *Science education, *Science teachers, *Curriculum, *Adoption of ideas, Epistemics, Scientific method, Social institutions
Abstract: The recent Nature of Science (NOS) approach that was extended from the "Family Resemblance Approach (FRA) to NOS" (Irzik & Nola, 2014) is the Reconceptualized Family Resemblance Approach to Nature of Science (RFN) (Erduran & Dagher, 2014; Kaya & Erduran, Science & Education, 25(9), 1115–1133, 2016). It is a holistic framework consisting of the cognitive-epistemic and the social-institutional system of science. One of the purposes of the study is to explore science teachers' views on NOS from the RFN perspective. Additionally, science teachers' views on the inclusion of NOS in the Turkish science curriculum and science teachers' NOS implementations were investigated in the present study. The interview and the RFN Questionnaire were conducted with ten science teachers. Although science teachers have high or moderate levels of NOS understanding, some limited or naïve views about NOS were revealed. The NOS inclusion in the Turkish science curriculum was seen as limited, especially for the social-institutional system of science by science teachers. Furthermore, science teachers' implementations in a classroom do not include the social-institutional system. The study has some implications and suggestions for further studies. [ABSTRACT FROM AUTHOR]
Copyright of Science & Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Turkish Science Teachers' Views on Nature of Science: Curriculum and Implementation.
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  Data: <searchLink fieldCode="JN" term="%22Science+%26+Education%22">Science & Education</searchLink>. Oct2025, Vol. 34 Issue 5, p3429-3458. 30p.
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  Data: The recent Nature of Science (NOS) approach that was extended from the "Family Resemblance Approach (FRA) to NOS" (Irzik & Nola, 2014) is the Reconceptualized Family Resemblance Approach to Nature of Science (RFN) (Erduran & Dagher, 2014; Kaya & Erduran, Science & Education, 25(9), 1115–1133, 2016). It is a holistic framework consisting of the cognitive-epistemic and the social-institutional system of science. One of the purposes of the study is to explore science teachers' views on NOS from the RFN perspective. Additionally, science teachers' views on the inclusion of NOS in the Turkish science curriculum and science teachers' NOS implementations were investigated in the present study. The interview and the RFN Questionnaire were conducted with ten science teachers. Although science teachers have high or moderate levels of NOS understanding, some limited or naïve views about NOS were revealed. The NOS inclusion in the Turkish science curriculum was seen as limited, especially for the social-institutional system of science by science teachers. Furthermore, science teachers' implementations in a classroom do not include the social-institutional system. The study has some implications and suggestions for further studies. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Science & Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s11191-024-00566-4
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      – Code: eng
        Text: English
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      – SubjectFull: Curriculum
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      – SubjectFull: Adoption of ideas
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      – SubjectFull: Epistemics
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      – TitleFull: Turkish Science Teachers' Views on Nature of Science: Curriculum and Implementation.
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              Text: Oct2025
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