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The paper reports about the outcome of a systematic review of research on family resemblance approach (FRA) to nature of science in (NOS) science education. FRA is a relatively recent perspective on NOS being a system of cognitive-epistemic and social-institutional aspects of science. FRA thus consists of a set of categories such as aims and values, practices, knowledge and social organizations in relation to NOS. Since the introduction of the FRA, there has been increasing interest in investigations about how FRA can be of use in science education both empirically and practically. A journal content analysis was conducted in order to investigate which FRA categories are covered in journal articles and to identify the characteristics of the studies that have used FRA. These characteristics included the target level of education and focus on pre- or in-service teachers. Furthermore, epistemic network analysis of theoretical and empirical papers was conducted to determine the extent to which the studies incorporated various key themes about FRA, such as its transferability to other domains and differentiation of the social-institutional system categories. The findings illustrate an increasing number of empirical studies using FRA in recent years and broad coverage in science education. Although the social-institutional system categories included intraconnections, these were not as strong as those intraconnections among categories within the cognitive-epistemic system. Future research directions for the use of FRA in K-12 science education are discussed.

The family resemblance approach to nature of science is receiving increasing attention by science educators since its inception about a decade ago. Many scholars of science education have contributed and continue to contribute to it not only theoretically but also by applying it empirically to a wide range of areas such as curriculum and textbook analyses, pre-service teacher training, undergraduate teaching and, STEM education. This article aims to develop the family resemblance approach further. We do this in several ways. First, we clarify its foundations in a way to reveal that it provides not only a domain-specific, but at the same time a domain-general conceptualization of nature of science. Second, we expand the structure of science as a social institution by adding a new category to it, i.e., the reward system, and justify it. Third, we show that two of the most common elements of the category “practices,” namely, observation and experimentation, display the character of family resemblance. Then, we explore this for methods and values in science. Finally, we discuss the possibility of a rapprochement between the family resemblance approach and the consensus view.

The paper reports an empirical study on the relationship between middle school students’ understanding of nature of science (NOS) and their metacognitive awareness. The reconceptualised family resemblance approach to the nature of science (RFN) (Erduran & Dagher, 2014 ; Kaya & Erduran, 2016 ) as a holistic framework that covers science as epistemic-cognitive and social system guided the study. A total of 701 students (180 5 th , 167 6 th , 170 7 th , and 184 8 th grade) and 3 students from each grade level (in total 12 students) who have low, moderate, high-RFN understanding, and metacognitive awareness levels were interviewed. The data sources are the “RFN Student Questionnaire,” “Metacognitive Awareness Inventory for Children,” and interviews. The data was analyzed with Pearson product-moment and thematic analysis. The results indicated that there is a statistically positive relationship between middle school students’ RFN understanding and their metacognitive awareness. Furthermore, the results of the interviews showed that students’ responses to RFN and metacognitive awareness questions were aligned and compatible. The students with high metacognitive awareness had higher RFN understanding and those with lower metacognitive awareness had lower RFN understanding. This relationship was evident for each grade level student separately as well. The study opens a new study area in terms of the use of metacognitive strategies in RFN-enriched lessons for experimental and causal-comparative designs. The teacher education programs or curriculum studies can consider utilization of metacognitive prompts in NOS teaching.

Studies on the quality of nature of science (NOS) representations in school science textbooks report them being mostly of implicit manner and not fully adequate. However, the often underlying NOS framework of the consensus list in these studies is criticized as undifferentiated and inadequate. The family resemblance approach (FRA) to NOS shows potential to give differentiated insights into the appropriateness of NOS representations with avoidance of specifying certain philosophical directions. Based on a fine-grained differentiated FRA category system (11 main categories, e.g., “knowledge”; 52 subcategories, e.g., “hypotheses”), the quality of cognitive-epistemic NOS representations identified in seven biology school textbooks from Germany was analyzed. For this, a category system was developed. Cognitive-epistemic NOS representations in four chapters of each of the seven textbooks were evaluated regarding manner (implicit, explicit) and adequacy (adequate, (partly) not adequate). Results indicate, among others, that explicit representations of the cognitive-epistemic system of science were mainly placed in the introduction chapters, whereas subject-related chapters include mostly implicit representations. In this article, we present the evaluation of the quality of cognitive-epistemic NOS representations and discuss implications for science education.

This paper proposes an analysis of from an analytic-philosophical point-of-view. The authors argue that although a definition in the traditional sense ( and ) – conceived as analytic, synthetic, or regulative – is rather impossible, a conceptual description, using some key intuitions, can be achieved. These intuitions are suggested by taking into account phenomena such as physical culture and its properties, Olympic games and their regulations, or the popularity of sport as perceived by direct spectators and indirect observers, particularly on television. Various examples suggest that sport is a complex phenomenon, generally consisting of the actions of people, subordinated to rules that govern how sport actors behave. Hence, a normative aspect of sport must be taken into account in any conceptual analysis of . If the traditional manner for defining a concept is considered unavailable, then Wittgenstein’s strategy of analysis, via the notion of , is recommended. The authors show that this can also be applied to the concept of . After mentioning Renford Bambrough’s interpretation of Wittgenstein, the authors propose to treat the name as referring to a mereological collection of parts, unified by several factors and forming a family resemblance.

Almost 25 years after Dees’ article on the meaning of social entrepreneurship, conceptual controversy persists. Based on a qualitative analysis of 209 definitions of social entrepreneurship and respective academic articles, we argue that the concept follows a family resemblance structure and identify the 12 distinct attributes that comprehensively define it. Membership in social entrepreneurship is not defined by a case possessing a universally accepted set of criterial features but by carrying shared attributes with other cases. The family resemblance structure points to the persistent fallacy of using the same term to label different phenomena and cautions researchers against causal homogeneity assumptions among different conceptual subtypes. Assuming a descriptive stance, we shed light on how distinct ethical positions relate to different definitions of social entrepreneurship. Among the existing conceptual variety, we identify four prominent subtypes and find that ‘market-based’ conceptualizations relate to economism, the ‘social business’ subtype relates to rule utilitarian positions, ‘efficiency-driven’ definitions are associated with hedonistic act utilitarian views, and the ‘transformational impact’ subtype is akin to a eudemonic act utilitarian stance.

This article combines two things: it explores how one should undertake the project of defining ‘fundamentalism’ and, based on the ensuing desiderata, it actually provides such a definition. After a few preliminary comments on ‘fundamentalism’ and the value of defining it, five goals of definitions are distinguished and elucidated: accuracy, precision, fairness, clarity, and fecundity. After that, various kinds of definitions and their interrelations are spelled out. Finally, the author provides and defends a so-called explicative definition of ‘fundamentalism’ both in terms of necessary and sufficient conditions and in terms of stereotypical properties. On the basis of empirical literature and a scoping review, it is argued that a movement is fundamentalist if and only if it is (i) reactionary towards modern developments, (ii) itself modern, and (iii) based on a grand historical narrative. More specifically, a movement is fundamentalist if it exemplifies a large number of the following properties: (i) it is reactionary in its rejection of liberal ethics, science, or technological exploitation; (ii) it is modern in seeking certainty and control, embracing literalism and infallibility about particular scriptures, actively using media and technology, or making universal claims; and (iii) it presents a grand historical narrative in terms of paradise, fall, and redemption, or cosmic dualism.

To the human eye, different images appear more or less complex, but capturing this intuition in a single aesthetic measure is considered hard. Here, we propose a computationally simple, transparent method for modeling aesthetic complexity as a multidimensional algorithmic phenomenon, which enables the systematic analysis of large image datasets. The approach captures visual family resemblance via a multitude of image transformations and subsequent compressions, yielding explainable embeddings. It aligns well with human judgments of visual complexity, and performs well in authorship and style recognition tasks. Showcasing the functionality, we apply the method to 125,000 artworks, recovering trends and revealing new insights regarding historical art, artistic careers over centuries, and emerging aesthetics in a contemporary NFT art market. Our approach, here applied to images but applicable more broadly, provides a new perspective to quantitative aesthetics, connoisseurship, multidimensional meaning spaces, and the study of cultural complexity.

Reconceptualized Family Resemblance Approach to Nature of Science (RFN) explains science as a cognitive, epistemic, and social institutional system. The aim of this study is to examine the inclusion of Nature of Science (NOS) in the 5th, 6th, 7th, and 8th grade Turkish middle school science textbooks. The “content,” “activity,” and “assessment” sections of each science textbook were traced based on RFN categories which are “aims and values (AV),” “scientific practices (SP),” “methods and methodological rules (M),” “scientific knowledge (SK),” and “social institutional systems (SI)” through content analysis. As a result, the total frequency value of the codes regarding RFN categories was found to be 196 in the 5th grade, 548 in the 6th grade, 284 in the 7th grade, and 427 in the 8th grade science textbooks. Most references to NOS were found in the “activity” sections of the textbooks. Although there are some references to NOS in each textbook, some of the RFN categories in the whole textbooks are missing. Furthermore, a consistent progression for the frequency of NOS related keywords was not found throughout the grade levels. In conclusion, there is a need to integrate NOS into science textbooks holistically and in a balanced way to provide a vertical articulation throughout the grade levels.

The aim of this study was to determine whether an association exists between children’s and parental dietary patterns (DP), and whether the number of shared meals or soft drink availability during meals strengthens this association. In 2013/2014 the I.Family study cross‐sectionally assessed the dietary intakes of families from eight European countries using 24‐h dietary recalls. Usual energy and food intakes from six‐ to 16‐year‐old children and their parents were estimated based on the NCI Method. A total of 1662 child–mother and 789 child–father dyads were included; DP were derived using cluster analysis. We investigated the association between children’s and parental DP and whether the number of shared meals or soft drink availability moderated this association using mixed effects logistic regression models. Three DP comparable in children and parents were obtained: Sweet & Fat, Refined Cereals, and Animal Products. Children were more likely to be allocated to the Sweet & Fat DP when their fathers were allocated to the Sweet & Fat DP and when they shared at least one meal per day (OR 3.18; 95% CI 1.84; 5.47). Being allocated to the Sweet & Fat DP increased when the mother or the father was allocated to the Sweet & Fat DP and when soft drinks were available (OR 2.78; 95% CI 1.80; 4.28 or OR 4.26; 95% CI 2.16; 8.41, respectively). Availability of soft drinks and negative parental role modeling are important predictors of children’s dietary patterns.