The purpose of this commentary on Hodson and Wong’s paper is to clarify the merits of the Expanded Family Resemblance Approach to science education, briefly alluded to in their paper, and to discuss the implications of this approach relative to the question of demarcation they raise in their paper. In clarifying the merits of the expanded FRA, we describe its distinct features and how it relates to other approaches presented in their paper. We discuss some limitations pertaining to their discussion of the demarcation problem in science education, and conclude by pointing out the promising role an FRA approach might play in providing means for distinguishing more from less scientific fields of inquiry
