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Current scholarship on language awareness focuses on learners' noticing of forms and functions of language. In writing scientific reports, learners need to be aware of the Introduction, Method, Results, and Discussion (IMRD) genres. While scholarship explores students' language awareness in writing genres for scientific reports, there is a limited quantitative instrument for researchers to measure students' language awareness in these four genres of writing scientific articles. This study investigates the structure of factors of Language Awareness of Genres in a Scientific Writing Questionnaire that measures students' awareness of IMRD genres for L2 bilingual secondary school students in Hong Kong ( N = 234). Content validity and construct validity were used. The results show that this instrument is reliable for researchers and teachers to understand the effectiveness of specific genre-based interventions on genre awareness., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2023 Pun and Cheung.)

The paper reports about the outcome of a systematic review of research on family resemblance approach (FRA) to nature of science in (NOS) science education. FRA is a relatively recent perspective on NOS being a system of cognitive-epistemic and social-institutional aspects of science. FRA thus consists of a set of categories such as aims and values, practices, knowledge and social organizations in relation to NOS. Since the introduction of the FRA, there has been increasing interest in investigations about how FRA can be of use in science education both empirically and practically. A journal content analysis was conducted in order to investigate which FRA categories are covered in journal articles and to identify the characteristics of the studies that have used FRA. These characteristics included the target level of education and focus on pre- or in-service teachers. Furthermore, epistemic network analysis of theoretical and empirical papers was conducted to determine the extent to which the studies incorporated various key themes about FRA, such as its transferability to other domains and differentiation of the social-institutional system categories. The findings illustrate an increasing number of empirical studies using FRA in recent years and broad coverage in science education. Although the social-institutional system categories included intraconnections, these were not as strong as those intraconnections among categories within the cognitive-epistemic system. Future research directions for the use of FRA in K-12 science education are discussed., Competing Interests: Conflict of InterestThe authors declare no competing interests., (© The Author(s) 2022.)