En este trabajo de investigacion caracterizamos las visiones sobre la Naturaleza de la Ciencia de estudiantes en cuyas clases se incorporan aspectos historicos desde una perspectiva biografica, asumiendo que proporcionan una experiencia escolar con potencial para transformar las visiones ingenuas que persisten actualmente en el sistema escolar. El analisis cualitativo de los datos de cuatro casos de estudio, obtenidos mediante cuestionario y grupo focal, nos permitieron caracterizar las visiones sobre Naturaleza de la Ciencia predominantes de los estudiantes. Los resultados apuntan a que los estudiantes participantes identifican claramente los aspectos epistemicos, reconociendo el conocimiento cientifico como un conjunto de representaciones de los cientificos sobre el mundo natural de caracter subjetivo y tentativo. Sin embargo, no logran establecer con claridad aspectos no epistemicos como el rol de la negociacion social ni el impacto cultural en el desarrollo de la ciencia, al situar la actividad cientifica en una dimension personal mas que social. Esto evidencia la necesidad de avanzar hacia la visibilizacion del caracter controversial, culturalmente diverso y socialmente situado de la ciencia en las biografias cientificas escolares, y de la actividad cientifica como una practica academica, para que esta estrategia didactica tenga mayor potencial para contribuir a una comprension holistica de la Naturaleza de la Ciencia. Palabras clave: Educacion escolar, Biografias cientificas, Naturaleza de la Ciencia, Alumnado. High school students' views of Nature of Science in discussion settings, when biographies are incorporated into science class Abstract: In this research work we characterize the Nature of Science views of students in whose science classes historical aspects are incorporated from a biographical perspective, assuming that they provide a school experience with the potential to transform the positivist visions that persist in schools. The qualitative analysis of the data from four case studies, obtained through a questionnaire and focus group, allowed us to characterize the predominant students' Nature of Science views. The results suggest that participating students clearly identify the epistemic aspects, considering scientific knowledge as a subjective and tentative set of representations of scientists about the natural world. However, they are not able to clearly establish non epistemic aspects, as the role of social negotiation or the cultural impact on the development of science, because they conceive scientific activity in a personal rather than a social dimension. This shows the need to move towards the visibility of the controversial, culturally diverse and socially located features of science in school scientific biographies, and of scientific activity as an academic practice, so that this teaching strategy has greater potential to contribute to the students' holistic understanding of the Nature of Science. Keywords: School education, Scientific Biographies, Students, Nature of Science, Students