Concept of the Nature of Science (NOS) of a Group of Teachers in an Immersion Program of Teacher-training in Science

<span>This paper shows how a group of science teachers immersed in a training program—a Master’s Degree in Science Education (<span><span>MSE</span></span>) in a Mexican public state university—modified their initial profiles concerning the concept of the nature of science (<span><span>NOS</span></span>). The empirical information, collected at different times during the two years of the <span><span>MSE</span></span>, comes from a single group of 11 teachers, who taught scientific subjects, by and large, in high school. The results in this first portion of the research project, show that the<span> <span>MSE</span></span> improves the group of teachers’ initial inconsistent profies, as the pattern of the group shifted toward relativism. The difficulties of reducing the <span><span>NOS</span></span> to a technical model of content organization are discussed. Also approached is a line of interpretation concerning the teachers’ scientific literacy.