Relative Effects of a History/Philosophy of Science Course on Student Teachers’ Performance on Two Models of Science

Student teachers exposed to a combined course on the history and philosophy of science showed increased understanding of the nature and the language of science as a result of the course. The student teachers performed better on a model on the language of science (LOS) than another model on the nature of science (NOS). This study indicates that a well integrated course in the history and philosophy of science could enhance prospective science teachers' understanding of science and consequently the students they would teach after their training.