A Model for Teaching About the Nature of Science in the Context of Biological Education.

It has been shown that many people do not understand how scientific knowledge is built and accepted, even after scientific education. One way to deal with this problem is through teaching about the Nature of Science (NOS). NOS can be understood as a pedagogical construct aiming to foster the understanding of the main characteristics of scientific work. Recently, several researchers have advocated that we should consider pluralism within science when teaching about NOS. Accordingly, there have been efforts to develop ways of promoting instruction on NOS considering the specificity of distinct scientific fields. Aligned with this perspective, this paper aims to put forward a model for teaching NOS in the context of biological education. This model, named "Integrative Model for Teaching NOS in Biological Education" (IM-NOSBIO), is based on three pillars. The first is the Family Resemblance Approach to Nature of Science (FRA), developed by Erduran and Dagher. The second consists in the Conceptual Framework of Biology proposed by Scheiner. The third is the Pragmatic Conception of Models as Epistemic Artifacts put forward by Knuuttila. We propose that IM-NOSBIO has the potential to promote teaching and learning about different aspects of scientific knowledge and practice by taking advantage of how they present themselves in biological sciences teaching. To illustrate this potential, we offer an example of how this model can be used for teaching about certain aspects of NOS based on the history of the cell theory. [ABSTRACT FROM AUTHOR]