Teaching the Nature of Science (NOS) in elementary schools and in higher education institutions has become the focus of the science education research community because there is a need to redefine teaching methods and practices. Studies have shown that elementary teachers' views and attitudes towards teaching the NOS are not always compatible with the current acceptable theoretical framework identified by the research community. Researchers and scholars have proposed a variety of approaches in pre-service and in-service teacher training so that teachers change their beliefs, views and attitudes towards teaching the NOS. Amongst these there are two major trends, the implicit and explicit training approaches. Literature review has shown that the later is relatively more effective. Our proposal concerns the use of an explicit strategy to enable teachers analyse their own discourses in cooperation with researchers and reflect on their own views on aspects concerning teaching the NOS. The proposal is based on the assumption that the critical reflection on the ways people construct meanings may enable the exploration of alternative ways to communicate actions during science lessons. An empirical example of this discourse analysis oriented in explicit approach is presented and a proposal of possible series of discourse analysis oriented in actions for promoting more effective NOS teaching is discussed.