In recent years, with the increasing development of science and technology, there has been a visible increase in studies aimed at better understanding the nature of science (NoS), both from an epistemological point of view, as well as a need to improve science teaching methods. In this way, many congresses and meetings aimed at exchanges in the field of the History of Sciences have been devoting more and more space to these issues. In them, the increase of works directed to NoS or NoSK (Nature of Scientific Knowledge) is notorious. In this paper, we intend to bring some fundamental elements to the discussion of this complex debate.
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