This article describes a teaching experience at an year 8 classroom (students aged 12–13) in a state secondary school in London, UK that aimed at widening learning about nature of science (NOS) with the input from the field of Global History of Science (HOS), which looks at science as a product of material and cognitive exchanges, appropriations and collaborations. Teaching and learning plans (TLPs) informed by this historical framework were developed by the researcher and one science teacher to integrate NOS teaching into fours topics from the national science curriculum in England (Medicines, Magnetism, Evolution, and Earth's resources). These TLPs were taught by the participant teacher to his year 8 classroom (26 boys and girls of mixed‐abilities) throughout one school year, and the researcher investigated the impact of the global HOS framework on widening students' views about NOS. Data were collated with the help of students' NOS diaries, group mind maps, classroom observations, and an open‐ended NOS questionnaire applied at the start and end of the school year, complemented by participant students' grades in their end‐of‐year exam. Main findings point to the widening of participant students' views about NOS and, more specifically, about underexplored relevant social‐institutional aspects of scientific development, such as diversity and intercultural collaborations and exchanges, exploitation of natural resources, financial, ethical, and political aspects around scientific work. Students were also generally successful in re‐applying NOS ideas explored in one TLP to other TLPs and scientific contexts, hinting to the importance of employing overarching narratives (such those promoted by Global HOS), linking different scientific development, when planning the integration of NOS into the school science. Results also show that NOS was integrated into content teaching without negative effects in students' exam grades.

中文翻译：

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“很多人在不同地方从事许多想法工作”：从全球科学史到学习自然科学的可能性

本文介绍了英国伦敦一所国立中学8年级教室（12-13岁的学生）的教学经验，旨在通过全球科学史领域的投入扩大对科学本质（NOS）的学习。 （HOS），它将科学视为物质和认知交流，拨款和合作的产物。研究人员和一位理科老师根据这一历史框架制定了教与学计划（TLP），将NOS教学纳入了英格兰国家科学课程中的四个主题（医学，磁性，进化和地球资源）。这些TLP由参与老师在整个一学年的8年级教室（26名男女混合能力）中教授，研究人员调查了全球居者有其屋计划框架对扩大学生对NOS的看法的影响。在学生的NOS日记，团体思维导图，课堂观察以及在学年开始和结束时应用的开放式NOS调查表的帮助下，对数据进行了整理，并补充了参加研究的学生在学年末的成绩考试。主要发现表明，参与学习的学生对NOS的观点的扩大，更具体地说，是对科学发展的未充分研究的相关社会制度方面的看法，例如多样性和跨文化的合作与交流，对自然资源的利用，财务，道德和政治方面的看法。围绕科学工作。在将一个TLP中探索的NOS理念重新应用到其他TLP和科学环境中时，学生通常也很成功，暗示了在计划将NOS整合到学校科学中时，采用总体叙事（例如Global HOS提倡的叙事）的重要性，将不同的科学发展联系起来。结果还表明，NOS已被整合到内容教学中，而对学生的考试成绩没有负面影响。