This paper describes a multidisciplinary action research project that aimed to develop a theoretical framework and four exemplary teaching modules for elementary and secondary school that promote a pluralistic view on nature. In a 2-year study, researchers from three disciplines (pedagogy, sociology and philosophy) collaborated with curriculum developers and textbook authors. This paper presents the theoretical framework that was developed during the project. The teaching modules are described, and one of the modules is delineated. Finally, the results are discussed.