The nature of science (NOS) has been recognised as an essential component for engagement with socioscientific issues (SSI). However, the findings on the link between the two have been inconclusive. This calls for a shift from students merely knowing about NOS, to using their understanding of it as a tool for decision-making and participation in debates about SSI. This study set out to devise and implement a practice-based SSI intervention programme (12 weeks) and to examine its effect on students’ use of NOS understanding and multi-perspective evaluation of SSI. The participants were 110 undergraduate students with different majors. Data were collected through questionnaires, reflective tasks and follow-up interviews. The programme improved students’ use of NOS understanding and multi-perspective evaluation of SSI. Statistical analyses of pre- and post-course performance revealed a significant shift to the use of NOS understanding, in particular the social aspects of the sources of information (p < .00001). Explicit teaching on the development of NOS understanding and its use, hands-on practice across contexts, peer interactions and emphasis on a layperson’s perspective were found to account for the change. These findings support a change in practice in learning about science and offer empirical support to the call for a shift from students’ merely knowing about NOS, to actively applying their understanding of it.

科学的本质 (NOS) 已被认为是参与社会科学问题 (SSI) 的重要组成部分。然而，关于两者之间联系的研究结果尚无定论。这要求学生从仅仅了解 NOS 转变为将他们对 NOS 的理解用作决策和参与有关 SSI 的辩论的工具。本研究旨在设计和实施基于实践的 SSI 干预计划（12 周），并检查其对学生使用 NOS 理解和 SSI 多视角评估的影响。参与者是110名不同专业的本科生。通过问卷调查、反思性任务和后续访谈收集数据。该计划提高了学生对 NOS 的理解和对 SSI 的多角度评估的使用。p  < .00001)。发现关于 NOS 理解及其使用发展的明确教学、跨环境的动手实践、同伴互动和强调外行人的观点是造成这种变化的原因。这些发现支持了学习科学实践的改变，并为呼吁从学生仅仅了解 NOS 转变为积极应用他们对它的理解的呼吁提供了实证支持。