Comments and Criticisms

In the preceding sections, we have attempted to highlight some of the main issues that interface science education, history and philosophy of science and cognitive science. It has been seen that since the time researchers began utilizing developments in the philosophy of science as a foundation for studies in science education, there is a heightened awareness among the community of science educators of the view of science that underlies research studies, and that gets communicated through various curricula. It also seems that an exposure of science educators to contemporary philosophy of science and history of science would broaden their perspective on the issues that underlie this tradition of thought. This would perhaps aid a shift away from the scientistic legacy that marks the present day science education.