Examining the Consistency of Nature of Science in Chemistry Curriculum Standard and Textbook: An Epistemic Network Analysis

Abstract

Nature of science (NOS) is a core component of scientific literacy and has been integrated into China’s junior secondary chemistry curriculum standards. This study analyzes the representations of NOS in the Curriculum Standard and the PEP Textbook and examines the consistency between them. Using the reconceptualized family resemblance approach (RFN) and epistemic network analysis (ENA), the study compares NOS representations across documents. Results showed broad consistency in frequency distribution, with the cognitive-epistemic system appearing more frequently than the social-institutional system in both documents. However, structural differences were observed between the two documents. The Curriculum Standard presented a densely interconnected network, particularly among Scientific Knowledge, Methods, and Scientific Ethos, while the textbook shifted focus toward Aims and Values, with weaker ties to Methods and Ethos. Implications for textbook writers, teachers, and curriculum developers are discussed.