ABSTRACT This article arises from a teaching experience at a state secondary school in London/UK that aimed at promoting a more culturally diverse teaching about Nature of Science (NOS) grounded on Global History of Science. Ideas from this field were employed to design four different teaching and learning plans (TLPs) that linked NOS and content from the National Curriculum for Science in England through historical narratives. The elaboration of these TLPs was carried out as a collaborative experience between the researcher and a participant science teacher throughout one school year, following design principles to inform different cycles of development, teaching—at one classroom (26 students aged 12–13)—and reflection about these materials. Using a qualitative approach to data generation (interviews and observational field-notes) and analysis, the main aim of this article is to explore how this researcher–teacher partnership has affected the participant teacher’s professional, personal, and social growth. Findings from this teacher’s engagement with the development, enactment, and reflection about these innovative teaching resources will be presented to illustrate how this type of experience can influence, for instance, teachers’ professional development, perceived self-efficacy around NOS teaching and ownership of novel teaching ideas.

中文翻译：

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“我不知道这门课程是怎么来的”：教师通过开发关于自然科学的材料而成长

摘要 本文源自英国伦敦一所国立中学的教学经验，旨在促进基于全球科学史的科学自然 (NOS) 文化更加多元化的教学。该领域的想法被用来设计四种不同的教学计划 (TLP)，这些计划通过历史叙述将 NOS 和英国国家科学课程中的内容联系起来。这些 TLP 的制定是作为研究人员和参与的科学教师在一学年之间的合作经验进行的，遵循设计原则来告知不同的发展周期，教学 - 在一个教室（26 名 12-13 岁的学生） - 和对这些材料的反思。使用定性方法进行数据生成（采访和实地观察笔记）和分析，本文的主要目的是探讨这种研究人员与教师的合作关系如何影响参与教师的专业、个人和社会发展。将展示这位教师参与这些创新教学资源的开发、制定和反思的结果，以说明这种类型的经验如何影响教师的专业发展、围绕 NOS 教学的自我效能感和小说的所有权教学理念。