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• Aduriz-Bravo, Agustin

This article sketches a theoretical framework that I have been devising in order toteach the nature of science (NOS) to pre- and in-service science teachers for all theeducational levels (from kindergarten to university). The framework suggests thatteachers should learn a set of simple ‘key-ideas’ from NOS. Those key-ideas can beselected and validated through a matrix that has two ‘structuring’ components: 1. alist of the main schools of twentieth-century philosophy of science (called stages);and 2. a list of their main fields of inquiry (called strands). Examples of NOScontents within and across some of the three stages and seven strands that I haveidentified, together with suitable pedagogies, are presented here under the form ofthree didactical units.

• Educational sciences

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nature of science, teacher education, key-ideas, matrix of stages and strands, didactical units, Nature de la science, formation des professeurs, idées-clefs, matrice d’étapes et champs, unités didactiques

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