In this study, teaching materials related to the history of science (HOS) related to the Boyle-Hobbes debate were developed through the analytical lens of framing theory. Further, this study developed the teaching materials for learning the social-institutional aspects of the reconceptualized family resemblance approach (FRA) to the nature of science (NOS)--(RFN)--emphasizing the social and institutional aspects of scientific practice. For this purpose, the following three research questions were investigated in this study. First, the Boyle-Hobbes debate was re-examined using Goffman's dramatic frame analysis; second, teaching materials corresponding to RFN were developed as a result of the reexamined Boyle-Hobbes debate; third, with the educational materials developed from this perspective, a curriculum was proposed to solidify the educational effects. This study suggests that the drama of the Boyle-Hobbes debate can serve as a rich source for concrete teaching materials concerning the hitherto-overlooked social-institutional aspects of RFN.