Analysis of biology-specific nature of science features in the biology curriculum (Bio-NOS)

学校教科书被认为是预期（例如，框架课程），实施的（例如，学校班级），以及所实现的课程（例如，发展对科学本质的理解有助于科学素养的形成，这与不同国家的预期课程相对应（例如，德国：教育标准，2004年;美国：下一代科学标准，2013年）。研究表明，学生对实现课程的理解不足。此外，一些研究发现，被视为可能实施的课程的学校教科书往往未能按照要求的标准介绍国家和民族战略。与此同时，学科一般NOS概念化，这是大多数在这些研究中使用，被描述为未分化和不充分。一种替代的，学科特定的概念化提供了理论为基础的家庭相似性的方法（FRA）。到目前为止，还没有对森林资源评估进行系统的实证研究。该项目旨在缩小这一研究差距，旨在确定和区分一个NOS概念，描述学科一般和生物学特定的NOS类别。因此，该项目有助于在科学教育领域推广现有的NOS知识。该项目旨在对FRA进行系统的实证调查，从而扩展关于生物学特定NOS特征的领域一般NOS概念化。在该项目中，生物学教科书将被数字化并可用于软件辅助分析。初步的工作已经产生了一个FRA的类别系统，作为教科书分析的基础为了区分学科通用的和生物学专用的NOS内容，来自生物学、化学、物理学、和科学哲学，然后将通过一个完全结构化的采访指南进行采访，以评估子类别。作为沟通验证的一部分，专家之间的差异将被确定，并返回给他们额外的专家commentation. Results的两项研究的结果将是学科的一般和生物学特定的NOS类别，存在于潜在的实施生物学课程的识别。

School textbooks are regarded as mediators between the intended (e.g., framework curricula), the implemented (e.g., school classes), and the achieved curriculum (e.g., competences of students).The development of an understanding of nature of science (NOS) contributes to the formation of scientific literacy, which corresponds to the intended curriculum in different countries (e.g., Germany: Bildungsstandards, 2004; USA: The Next Generation Science Standards, 2013). Research suggests that students’ understanding of NOS (achieved curriculum) is insufficient. In addition, it was found in several studies that school textbooks, which are considered as the potentially implemented curriculum, often fail to present NOS to the required standards. At the same time, the discipline-general NOS conceptualization, which is mostly used in these studies, is described as undifferentiated and not fully adequate. An alternative, discipline-specific conceptualization is provided by the theoretically based family resemblance approach (FRA). So far, a systematic, empirical examination of the FRA has yet not been done. The project aims to close this research gap.The project aims to identify and differentiate a NOS conceptualization that describes both discipline-general and biology-specific NOS categories. Thus, the project contributes to the extension of current NOS knowledge in the field of science education. The project aims to conduct a systematic, empirical investigation of the FRA and thus at an extension of the domain-general NOS conceptualization regarding biology-specific NOS characteristics.Within the project, biology textbooks will be digitized and made accessible to software-assisted analysis. Preliminary work has generated a category system of the FRA that serves as the basis for the analysis of the textbooks (deductive category application), which may get extended by an inductive coding method.In order to differentiate between discipline-general and biology-specific NOS content, experts (N=33) from the fields of biology, chemistry, physics, and philosophy of science will then be interviewed by means of a fully structured interview guideline to rate the subcategories. As part of a communicative validation, discrepancies among the experts will be identified and returned to them for additional expert commentary.The result of the two studies will be the identification of discipline-general and biology-specific NOS categories that exist in the potentially implemented biology curriculum.