The effect of nature of science instruction based on the reconceptualized family resemblance approach on nature of science views and perceptions of inquiry learning skills

Traditional approaches have often been inadequate in conveying the multidimensional nature of science. To address this shortcoming, the Reconceptualized Family Resemblance Approach was developed, which considers science not only as the production of knowledge but also in terms of its social, cultural, and ethical dimensions. Inquiry-based learning, on the other hand, aims to enhance students' active participation and scientific thinking skills. It is believed that implementing the Reconceptualized Family Resemblance Approach approach in combination with inquiry-based learning can positively influence students' views on the nature of science and their perceptions of inquiry-based learning skills. The aim of the research is to examine the effect of Reconceptualized Family Resemblance Approach -based science instruction on 7th grade middle school students' views of the nature of science and their perceptions of inquiry-based learning skills. Experimental and control groups consisted of 42 students attending a public middle school in the Kahta district of Adıyaman province. An embedded mixed design, integrating both quantitative and qualitative data, was employed in the research. Quantitative data were collected using the "Reconceptualized Family Resemblance Approach Student Questionnaire" and the "Inquiry-Based Learning Skills Perception Scale"; qualitative data were collected through pre and post interviews with students. During the implementation process, the experimental group received Reconceptualized Family Resemblance Approach -based instruction for eight weeks, while the control group followed the standard science curriculum prescribed by the Ministry of National Education. The quantitative data were analyzed using a statistical analysis software program; independent samples t-tests and paired samples t-tests were used for group comparisons. Qualitative data were analyzed through descriptive analysis based on keywords and coding. The findings revealed that instruction on the nature of science led to significant improvement in students' views across all Reconceptualized Family Resemblance Approach categories, with the most notable gains in the categories of scientific knowledge and the aims and values of science. The implementation was also found to be effective in enhancing students' perceptions of their inquiry-based learning skills. Furthermore, the activities supported by the engineering design process and socioscientific argumentation during the research process were found to enhance students' abilities in evidence-based problem solving, design-oriented thinking, multifaceted reasoning, and evidence-based justification. Engaging in scientific inquiry processes integrated with engineering design and socioscientific argumentation contributed to students' functional, critical, and context-based understanding of the nature of science. Keywords: Reconceptualized family resemblance approach; Scientific inquiry; Engineering; Socioscientific argumentation