Toward a holistic vision on the nature of science in science curricula: an investigation of primary and middle school curricula in Turkey

Abstract

ABSTRACT Background Nature of Science (NOS) is a significant research area as well as a curriculum theme in science education. Although many analyses of science curricula and their coverage of NOS exist, there are limited accounts of science curricula that take a broad and holistic vision on NOS. A recent framework called the ‘Reconceptualised Family Resemblance Approach to Nature of Science (RFN)’ provides such a broad account and covers the cognitive-epistemic and social-institutional systems of science. The cognitive-epistemic system consists of ‘aims and values’, ‘methods and methodological rules’, ‘scientific practices’, and ‘scientific knowledge’ while the social-institutional system consists of ‘professional activities’, ‘social certification and dissemination’, ‘social values’, ‘scientific ethos’, ‘social organizations and interactions’, ‘financial systems’, and ‘political power structures’. Purpose The empirical study reported in the paper aims to investigate the inclusion of NOS in the Turkish science curriculum by using the RFN. Design and Methods Turkish science curriculum used at primary and middle school levels were analyzed by content analysis. Findings The results suggest that the Turkish science curriculum emphasizes the cognitive-epistemic categories more than the social-institutional categories. The dominating RFN category in the science curriculum is scientific practices while the reference to political power structures is limited. Conclusion The paper contributes to understanding of how Turkish science curriculum covers NOS, and it has implications for international science curricula reform for an inclusive account of NOS that is likely to enhance science learning.