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In this paper, we present the results of a study that investigated (i) how a preservice teacher identified aspects about nature of science (NOS) that could be discussed in a modelling-based teaching context; (ii) how such discussions were conducted; and (iii) the student participation in the discussions. The classes took place in a regular first year medium level class. Data that supported our analysis were collected from video recording of the planning and conducting of the classes. In the latter case, we focus on debates and interactions between the pre-service teacher and the students. The results show that, although the pre-service teacher was able to identify all possible aspects that could be discussed from those modeling activities, the conduction of the classes didn’t always result in the participation and expression of students’ ideas about NOS. This occurred only when the pre-service teacher explored the students’ knowledge experienced during the discussions of the modelling processes in which they participated. This shows the essential role the teacher plays in the conduction of the activities and points out the need for the inclusion of instruction on NOS in teachers’ education that could support the development of their content and pedagogical knowledge related to NOS.

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PLANEJAMENTO E CONDUÇÃO DE DISCUSSÕES SOBRE NATUREZA DA CIÊNCIA OCORRIDAS EM UMA SITUAÇÃO DE ENSINO FUNDAMENTADA EM MODELAGEM CONDUZIDA POR UMA PROFESSORA EM FORMAÇÃO