In the science education research field there is a large body of literature on the ‘nature of
science’ (NOS). NOS captures issues about what characterizes the research process as well as the
scientific knowledge. Here we, in line with a broad body of literature, use a wide definition of NOS
including also e.g. socio-cultural aspects. It is argued that NOS issues, for a number of reasons,
should be included in the teaching of science/physics. Research shows that NOS should be taught
explicitly. There are plenty of suggestions on specific and separate NOS activities, but the
necessity of discussing NOS issues in connection to specific science/physics content and to
laboratory work, is also highlighted. In this article we draw on this body of literature on NOS and
science teaching, and discuss how classroom situations in secondary physics classes could be turned
into NOS-learning situations. The discussed situations have been suggested by secondary teachers,
during in-service teach…