A Model of Science to Base the Introduction of Aspects of Nature of Science in Teaching Contexts and to Analyse such Contexts

Abstract

Some Science Education researchers have emphasised the importance of discussing aspects of Nature of Science, in a contextualised, and/or explicit, and/or integrated manner within science teaching. Distinct alternative approaches, known as contemporary and comprehensive ones, identify what to introduce in science teaching; however, none of them didactically characterise the meaning of such aspects of Nature of Science. Seeking to contribute to filling this gap, in this paper we have adopted one of these approaches as the theoretical background and have expanded it. For this, we have studied each of the disciplinary perspectives that are part in such an approach. Thus, we characterise such disciplinary perspectives, meaning that we identify and detail the meaning of the aspects of Nature of Science related to each of them, as well as their scopes and limitations. This also results in changes to its visual representation, an analogue-based one. As a result, the new approach can be used both by teachers, in planning more authentic teaching situations, and by researchers in analysing data collected in teaching contexts. Both functions are exemplified in this paper, being taken from some studies that have been, or are being, conducted. By discussing both functions, we identify consequences for science teaching in basic education, for teacher education and for research in the area.