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Although many researchers and science educators agree that understanding of the nature of science isessential in order for students to be a scientific literate person, it is not easy to compromise exactly what kind ofunderstanding of the nature of science is required to achieve this goal (Smith & Scharmann, 1999). This studydiscusses a theoretical background about the nature of science (NOS) including some consensus views of the NOSthat several important U.S. educational reform documents and science researchers have presented over the pastseveral decades. Finally, this study proposes an inclusive framework of the nature of science based on the fourcategories of scientific literacy, which are (1) science as a body of knowledge, (2) science as a way of investigating,(3) science as a way of thinking, and (4) the interaction of science, technology, and society. Each category of theframework includes several statements about the nature of science to describe each theme of the NOS. Thisframework is comprehensive and inclusive because it is suggested by examining several major U.S. national-leveldocuments and in the publications of science education researchers presented about the nature of science.Significantly, many of the key ideas were added into category (4) and category (3), which indicates that the currentliterature stresses the relationship among science, technology, and society as well as the work of scientists.Key words: the nature of science, scientific literacy, consensus views of NOS, a framework of the nature ofscience, the four themes of scientific literacyUniversity of Houston

A Proposal of Inclusive Framework of the Nature of Science (NOS) Based on the 4 Themes of Scientific Literacy for K-12 School Science