A diversity of concepts is used to account for an introduction to epistemology, but it is the expression Nature of Science (or NOS) that widely predominates in work in this field, and it is presented as a "consensual view". Recently this “consensual” view has been questioned by many authors. Our article contributes to this movement of conceptualizing the initiation to the epistemology of science in schools. The article first sets out the main characteristics used to define the NOS, while highlighting its contributions and its limits. It continues with a presentation of the principal reconceptualizations proposed by the authors. In a third part, we present our proposal for an initiation to epistemology, based on the involvement of students in school science practices and epistemic practices. We conclude the article by opening discussion on the ethical considerations associated with an initiation to epistemology in the sciences.