<?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>S1516-73132024000100244</article-id>
<article-id pub-id-type="doi">10.1590/1516-731320240046</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Ensino sobre a Natureza da Ciência: um estudo de caso com dois professores da área de Ciências da Natureza do Ensino Médio]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching about the nature of science: A case study of two secondary science teachers]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Diniz]]></surname>
<given-names><![CDATA[Natália de Paiva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Assis]]></surname>
<given-names><![CDATA[Alice]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual Paulista Faculdade de Ciências ]]></institution>
<addr-line><![CDATA[Bauru SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual Paulista Faculdade de Engenharia e Ciências ]]></institution>
<addr-line><![CDATA[Guaratinguetá SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>30</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132024000100244&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132024000100244&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132024000100244&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste artigo, verificam-se os fatores que orientam o ensino sobre a Natureza da Ciência (NdC) de dois professores da área de Ciências da Natureza do Ensino Médio participantes de um curso de formação continuada, ocorrido online, de modo a inferir o que pode contribuir ou dificultar a inserção de tais aspectos em sala de aula. Realizou-se um estudo de caso pautado na observação das aulas presenciais desses professores, durante a pandemia da COVID-19. As transcrições das aulas foram analisadas por meio da lente do Conhecimento Pedagógico do Conteúdo, de modo a identificar os conhecimentos priorizados, as práticas envolvidas e os valores que guiam a prática pedagógica desses professores. Verificou-se que o conhecimento de aspectos da NdC é essencial para práticas que articulem o currículo com tais aspectos e que os valores e as crenças do professor sobre o ensino impactam em suas escolhas em sala de aula.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The purpose of this article is to examine the factors that guided the teaching of the Nature of Science (NOS) by two high school science teachers who participated in an online professional development course, in order to infer what might facilitate or hinder the integration of such aspects in the classroom. A case study was conducted based on observations of these teachers' face-to-face classes over a six-week period during the COVID-19 pandemic. The class transcripts were analyzed through the lens of pedagogical content knowledge to identify the prioritized knowledge, practices, and values that guided their pedagogical practice. It was found that knowledge of NOS aspects is essential for pedagogical practices that explicitly and reflectively align the curriculum with these aspects, and that teachers' values and beliefs about teaching influence their instructional choices.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Science teaching]]></kwd>
<kwd lng="en"><![CDATA[Secondary education]]></kwd>
<kwd lng="en"><![CDATA[Continuing teacher training]]></kwd>
<kwd lng="en"><![CDATA[Teaching practice]]></kwd>
<kwd lng="en"><![CDATA[Nature of science]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de ciências]]></kwd>
<kwd lng="pt"><![CDATA[Ensino médio]]></kwd>
<kwd lng="pt"><![CDATA[Formação continuada do professor]]></kwd>
<kwd lng="pt"><![CDATA[Prática pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[Natureza da ciência]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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