Transferring scientific knowledge from biology education research into teaching practice remains a critical challenge to prepare citizens for a changing world. Previous studies have focused on curricular innovations and teachers’ professional development, yet little attention has been given to teachers’ beliefs about the implementation of research results into practice. Particularly, the social-institutional aspects have often been neglected, as transferring research into teaching practice has been framed as a rather rational endeavour. This paper addresses this gap by applying the Family Resemblance Approach (FRA) as one Nature of Science (NOS) conceptualization to explore biology teachers’ beliefs about the social certification and dissemination of results from biology education research. In contrast to other frameworks, the FRA allows for an analytical openness. Using a qualitative interview study with eleven in-service biology teachers, we investigated how these teachers perceived the integration of biology education research results into their teaching practice. The findings reveal that while the teachers recognized the relevance of biology education research, they also encountered challenges such as time constraints, lack of accessibility, and a perceived disconnection between research and its practical application. The results highlight the importance of social-institutional factors, such as professional collaboration and the role of teacher training for facilitating the transfer of research into teaching practice. This study also provides insights for improving the dissemination and, therefore, the application of results from biology education research.