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的(如框架课程)、实施的(如学校课堂)和已实现的课程(如学生的能力)之间的中介。对科学本质(NOS)的理解的发展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：基础教育标准，2004年；美国：下一代科学标准，2013年)。研究表明，学生对NOS(已实现课程)的理解不足。此外，多项研究发现，被视为潜在实施课程的学校教科书，往往未能达到所需的标准。与此同时，这些研究中主要使用的学科通用的NOS概念化被描述为未区分和不完全充分的。基于理论的家族相似性方法(FRA)提供了另一种特定学科的概念。到目前为止，还没有对法兰克福机场进行系统的、实证的审查。该项目旨在缩小这一研究空白。该项目旨在识别和区分同时描述学科一般类别和生物学特定类别的NOS概念化。因此，该项目有助于将现有的NOS知识扩展到科学教育领域。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有NOS特征的领域通用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。初步工作已经形成了FRA的范畴体系，作为教科书分析(演绎范畴应用)的基础，可以通过归纳编码方法进行扩展。为了区分学科一般和生物学特有的NOS内容，来自生物、化学、物理和科学哲学领域的专家(N=33)将通过完全结构化的访谈指南进行访谈，对子范畴进行评级。作为交流验证的一部分，专家之间的差异将被识别并返回给他们，供他们进行额外的专家评论。这两项研究的结果将是识别可能实施的生物课程中存在的学科通用和生物学特定的NOS类别。

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.