This article presents a study aiming at assessing the efficacy of reading newspaper articles with scientific content in order to incorporate nature of science (NOS) aspects in initial primary teacher education. To this aim, a short teaching intervention based on newspaper articles was planned and performed under regular class conditions. First, prospective teachers read two newspaper articles related to a recent and controversial scientific research report in the field of physics. Next, they responded reflectively in small groups to various questions related to NOS aspects insinuated in the articles in order for researchers to diagnose their prior ideas about these. Each group then presented their responses in class, and a discussion among groups was encouraged in order to provide feedback. Based on this, the groups revised their initial responses. The evolution of the written responses of the groups was analyzed through an interpretive approach using the methods of inter-rater and intra-rater analysis and low-inference descriptors. The findings showed that these prospective teachers in general improved their NOS views. In the absence of further research, these first findings make evident the pedagogical potential of reading certain newspaper articles for learning about NOS under usual classroom conditions. Finally, some educational implications and perspectives derived from the study are discussed.