From geocentrism to heliocentrism: an inquiry-based lesson on the nature of science for middle school students

Understanding the nature of science (NOS) is a core component of scientific literacy. This study details the design and implementation of a history-of-science lesson for sixth-grade students that transforms the abstract topic of the shift from geocentrism to heliocentrism into a hands-on inquiry activity. The lesson integrates an explicit-reflective questioning approach with a simple yet effective simulation of the phases of Venus, structured within the PEHDSR pedagogical framework. Analysis of qualitative data, including classroom video recordings and student responses, indicated that the lesson design effectively stimulated students’ interest and enabled them to construct and articulate their understanding of core NOS concepts, such as the tentative, evidence-based, and socio-cultural nature of scientific knowledge. Students also effectively engaged in science and engineering practices, particularly using models and analysing data. This study provides a concrete, replicable blueprint for physics educators worldwide to design inquiry lessons based on the history of science, allowing students to experience scientific discovery firsthand.