<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1516-7313</journal-id>
<journal-title><![CDATA[Ciência & Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ciência educ.]]></abbrev-journal-title>
<issn>1516-7313</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual Paulista (UNESP)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1516-73132019000400967</article-id>
<article-id pub-id-type="doi">10.1590/1516-731320190040008</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Natureza da Ciência (NOS): para além do consenso]]></article-title>
<article-title xml:lang="en"><![CDATA[Nature of Science (NOS): Beyond the &#8220;Consensus View&#8221;]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bejarano]]></surname>
<given-names><![CDATA[Nelson Rui Ribas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aduriz-Bravo]]></surname>
<given-names><![CDATA[Agustín]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bonfim]]></surname>
<given-names><![CDATA[Carolina Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Bahia (UFBA) Instituto de Química ]]></institution>
<addr-line><![CDATA[Salvador BA]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Buenos Aires (UBA) Facultad de Ciencias Exactas y Naturales Centro de Formación e Investigación en Enseñanza de las Ciencias (CeFIEC)]]></institution>
<addr-line><![CDATA[Buenos Aires ]]></addr-line>
<country>Argentina</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2019</year>
</pub-date>
<volume>25</volume>
<numero>4</numero>
<fpage>967</fpage>
<lpage>982</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132019000400967&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132019000400967&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132019000400967&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O objetivo deste artigo é discutir a importância da NOS (Nature of Science) na formação dos professores de ciências e no ensino de ciências em geral. Há uma centralidade acerca dessa discussão, desde que se admite que saber sobre ciência é tão importante quanto saber conteúdos de ciência. Assumimos que a NOS é um conjunto de saberes ou &#8220;olhares&#8221; metateóricos que trata das várias características da ciência, seja do ponto de vista internalista, seja em seu caráter eminentemente cultural e social. Encontramos em Douglas Allchin e em Derek Hodson argumentos que sustentam o uso da Whole Science em detrimento do uso de listas consensuais, muito mais comuns na formação de professores e no ensino de ciências. Por fim, trazemos um exemplo de uso da Whole Science na forma de uma história ficcional, na qual vários pontos da NOS podem ser explorados para efeitos de seu ensino.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article aims to discuss the importance of NOS (Nature of Science) in the training of science teachers and science teaching in general. This is a pivotal discussion because it is assumed that knowing about science is as important as knowing the contents of science. We understand, from the outset, that NOS is a set of meta-theoretical knowledge or &#8220;views&#8221; that deal with the various characteristics of science, either from the internal point of view (its methods and its theories) or its eminently cultural and social character. After all, which NOS points are essential for teacher training? We found arguments in Allchin and Hodson that support the use of Whole Science rather than consensus lists, which are much more common in teacher education and science teaching. Finally, we present an example of Whole Science use in the form of a fictional story, in which many points of NOS can be explored in teaching.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Natureza da ciência]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de ciências]]></kwd>
<kwd lng="en"><![CDATA[Nature of science]]></kwd>
<kwd lng="en"><![CDATA[Science education]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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