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This study reviews school science curricula (with especial emphasis in the Spanish curriculum) and PISA scientific competence as sources of learning contents for the "nature of science" (and technology). This paper is the continuation of the first part that presented the investigation consensuses, which are deemed the crosscurricular guidelines. The paper aims to propose a framework that illuminates, contextualizes and clarifies the overall meaning of teaching the nature of science in light of the current Spanish science curricula. First, the specific contributions of some foreign curricula to formulate the consensual contents are displayed. Second, the perspectives and contributions of the scientific literacy competence from PISA framework and from the Spanish "knowledge and interaction with the physical world" competence are presented. Third, the nature of science (and technology) contents of the Spanish secondary and high school curricula are identified, and their design, organization and meaning are discussed within the Spanish curricula context. Finally, the strengths and weaknesses of the curriculum and the difficulties for teaching these innovative issues on nature of science (and technology) are discussed, as a mean to motivate, raise awareness and help teachers to overcome them. [ABSTRACT FROM AUTHOR]

This study presents an empiric analysis about the influence of related-to-science-and technology affective and attitudinal factors on the science and technology vocation and its two components, scientific studies and job expectations. The aim is the identification of the significant factors that influence the science and technology vocational choice as a means to improve science education according to the findings. The related-to-science-and-technology attitudes embrace a wide array of variables on the image of science, the preservation of the environment, attitudes toward school science, out-of-school experiences and expectations on the future work, which are entered as independent variables in a multiple linear regression analysis to extract the significant predictors for the scientific vocation by means of a linear multiple regression analysis on a sample of last grade secondary compulsory education. The results show the high predictive power of the attitudinal variables on vocation, career, and job expectations and finds a wide and diverse set of significant predictors. The liking for school science is the most universal and powerful predictor; other significant predictors are the beliefs in the power of school science to widen career opportunities and to open ways toward new and exciting jobs for students, working with machines or tools, making or inventing something and using science kits. Finally, the implications of the findings to improve the scientific and technological education from the vocational view are discussed. [ABSTRACT FROM AUTHOR]