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The current climate, in which some politicians reject widely accepted scientific claims, suggests that teaching the nature of science should be a significant aspect of science education.
This case study, of six English secondary teachers in a single science department, reports their concerns about the marginalised role of the nature of science in the English key stage 4 curriculum (ages 14–16). The teachers’ comments suggest that curriculum statements related to the nature of science can be interpreted in different ways and, therefore, more guidance is required to support teachers’ understanding of areas of consensus and controversy in the nature of science.
