Reconceptualising the Nature of Science for a Flourishing Planet

Debates concerning the Nature of Science (NoS) have increasingly acknowledged its epistemic, cultural, ethical, and social dimensions. Recent scholarship has further foregrounded issues of equity, identity, and justice within science education. While these developments represent significant progress, this article argues that dominant conceptualisations of NoS remain fundamentally anthropocentric and insufficiently responsive to the ecological crises that define the Anthropocene. Drawing on Earth System Science, eco-centric theory, post-human theory and Indigenous and local knowledges, this paper proposes a planetary-conscious reconceptualisation of NoS. This framework retains the methodological rigour and evidential standards of Western science while expanding epistemic boundaries to include relational, place-based, and intergenerational ways of knowing. We argue that eco-centric and post-human theoretical frameworks offer essential pedagogical approaches for supporting young people to develop deeper connections with nature, fostering care-based relationships with the more-than-human world, and building resilience for sustainable futures. Such a reconceptualisation is necessary not only for scientific literacy but for the protection and enhancement of planetary health. Implications for curriculum, pedagogy, and teacher education are discussed, with particular attention to primary science education.