The past decade has seen multiple debates and discussions over the appropriate framing of Nature of Science (NOS) for science education. These debates have stemmed from a diversity of philosophical views on what science fundamentally is. In post-secondary STEM education, the goals of a science education rest in having students socialize into scientific STEM communities by engaging in research. In this paper, we highlight how NOS is taken up by individuals within scientific communities, drawing on historical and concurrent examples of STEM communities. Terming this the Nature of Scientist (NOSist), we argue that a post-secondary NOS education must take into account how the individual’s participation within a community of practice is predicated on the possession of a different set of epistemic aims, values, and practices than what is typically characterized within NOS frameworks. The switch in analytical lens from the collective as a whole to the individual within a collective contributes to an understanding of how scientists function within scientific communities. We conclude with recommendations and a call for further studies to characterize how individual scientists negotiate practice within the dialectic of the scientific communities that they are members of.

中文翻译：

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科学的本质和科学家的本质

在过去的十年里，关于科学教育的科学自然 (NOS) 的适当框架已经发生了多次辩论和讨论。这些争论源于对科学的本质是什么的多种哲学观点。在高等教育 STEM 教育中，科学教育的目标在于让学生通过参与研究融入科学 STEM 社区。在本文中，我们重点介绍了科学界个人如何使用 NOS，并借鉴了 STEM 社区的历史和同时发生的例子。将此称为科学家的本质 (NOSist)，我们认为，高等教育 NOS 教育必须考虑到个人在实践社区中的参与如何取决于拥有一套不同的认知目标、价值观、和实践比 NOS 框架中的典型特征更重要。分析视角从整体的集体转变为集体中的个人有助于理解科学家在科学社区中的运作方式。我们最后提出建议并呼吁进一步研究，以描述个别科学家如何在他们所属的科学界的辩证法中协​​商实践。