From training to practice: tensions between declared and implemented NOS in novice teachers
DOI:
https://doi.org/10.71112/g3p6y968Keywords:
Nature of Science, teacher education, curriculum, science education, document analysis.Abstract
The aim of this study is to analyze the incorporation of the Nature of Science (NOS) in the initial training of science teachers in three Colombian universities. From a qualitative approach, a multiple case study was conducted based on documentary analysis of curricula, pedagogical models, and learning outcomes. The Categorical Documentary Analysis Matrix (MAD-C-NOS) was used to systematize the information and identify evidence across historical, philosophical, and sociological dimensions. The results show that NOS is present in the three programs, although with different levels of explicitness: while the sociological dimension predominates across contexts, the philosophical dimension shows greater development in some cases, and the historical dimension presents lower systematicity. It is concluded that, despite advances in understanding science as a social and contextual practice, NOS mainly operates as an implicit framework rather than an explicit structural axis of the curriculum, limiting its evaluation and appropriation in teacher education.
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