The dispute between nomological realists and anti-realists has been reflected in the formulation of various arguments and counterarguments that reach topics as diverse as modality, induction and the very scientific practice. In this context it is common to take the main realist argument –the nomological argument– for an instance of Inference to the Best Explanation, while Nomological Anti-realism is considered a skeptical alternative concerning natural laws, sustained by independent reasons. This paper aims to review that image of the Nomological Realism vs. Anti-realism debate in light of what we believe is an appropriate distinction between abduction and Inference to the Best Explanation. / La disputa entre realistas y antirrealistas nomológicos se ha plasmado en la formulación de diversos argumentos y contraargumentos que alcanzan tópicostan heterogéneos como la modalidad, la inducción y la misma práctica científica.En ese marco es frecuente tomar al principal argumento realista, el llamadoargumento nomológico, por una instancia de la inferencia a la mejor explicación,mientras que el antirrealismo nomológico se considera una alternativa escépticarespecto de las leyes naturales fundamentada por razones independientes. Elpresente trabajo propone revisar esa imagen del debate realismo vs. antirrealismonomológicos a la luz de lo que, consideramos, es una adecuada distinción entreabducción e inferencia a la mejor explicación.

The assumption of the present study is that teachers should possess an adequate understanding of the nature of science and scientific method and hence this aspect was investigated. The empirical research carried out with Secondary School teacher trainees at Botswana colleges of education showed the following: Subjects possess an adequate understanding of some aspects of the nature of science and several aspects of the scientific method. They however do not have an adequate understanding on certain aspects of the nature of science. An association was found between the nature of science, type of educational institution attended, years of study and majoring in science. A positive association was found between scientific method and years spent studying. The present study recommended the inclusion of history, philosophy and sociology of science in the curriculum of teacher education. / Educational Studies / M. Ed. (with specialisation in Natural Science Education)

The assumption of the present study is that teachers should possess an adequate understanding of the nature of science and scientific method and hence this aspect was investigated. The empirical research carried out with Secondary School teacher trainees at Botswana colleges of education showed the following: Subjects possess an adequate understanding of some aspects of the nature of science and several aspects of the scientific method. They however do not have an adequate understanding on certain aspects of the nature of science. An association was found between the nature of science, type of educational institution attended, years of study and majoring in science. A positive association was found between scientific method and years spent studying. The present study recommended the inclusion of history, philosophy and sociology of science in the curriculum of teacher education. / Educational Studies / M. Ed. (with specialisation in Natural Science Education)