Introdução de aspectos de natureza da ciência no planejamento de situações diferenciadas de ensino de ciências

Abstract: In order to help planning teaching situations that can contribute to enhance secondary students’ views about science and, consequently, to support the process of acquisition of scientific literacy, this paper discusses how a theoretical-methodological framework that addresses aspects of Nature of Science (NOS) guided their contextual and explicit insertion. A didactic sequence composed of three activities was produced. Their aims are to probe students’ initial ideas about science, to introduce aspects of NOS in a contextualized and explicit manner, and to identify the possible occurrence and extension of an expansion of the students’ view, respectively. Besides guiding the production of the activities, the theoretical-methodological framework also supported the generation of guidelines for supporting teachers’ actions when conducting the activities aiming at introducing aspects of NOS. Both the process of producing the didactic sequence and the sequence itself show how the theoretical-methodological framework can be used to base teaching activities that aim to introduce aspects of NOS in science teaching in a contextualized and explicit way. In addition, the framework also contributed to enhance our own view about science. Keywords: Nature of Science. Science Education. Theoretical-methodological Tool.