My research focuses on science education, with a particular emphasis on students’ and teachers’ understanding of the Nature of Science (NOS) and the Nature of Scientific Inquiry (NOSI). I investigate how these understandings influence the learning of core scientific ideas such as evolution, genetics, climate change, and natural hazards. A central line of my work examines conceptual change and scientific literacy through explicit and reflective approaches to teaching NOS/NOSI in school and teacher-education settings. I also conduct international comparative studies that explore students’ views of scientific inquiry across educational systems, collaborating with research teams in the United States, Europe, and Latin America. In recent years, my interests have expanded toward socioscientific issues, critical scientific literacy, and the role of scientific inquiry in promoting civic engagement and resilience in contexts affected by environmental and climatic challenges. Additionally, I contribute to research on science teacher education, focusing on the development of teachers’ self-efficacy, pedagogical content knowledge, and inquiry-based instructional practices. My work integrates curriculum design, assessment development, and classroom-based studies aimed at improving science learning opportunities for diverse school populations.