ABSTRACT
This chapter promotes the reflection regarding the epistemic underpinnings of science and engineering as aspects to be considered when promoting rich and high-quality STEM integrative approaches. Inspired by the Family Resemblance Approach to Nature of Science, we propose a model for the epistemic characterization of science and engineering in STEM education, highlighting the epistemic similarities and differences of both disciplines. Such a clarification is useful for designers, adapters, implementers and reviewers of STEM education approaches in terms of ensuring the provision of a STEM curriculum where integration of knowledge and practices of different STEM disciplines benefits from epistemological reflection.
