Philosophy in Physics Education

In this paper I will merely concentrate on the education of physics which I consider to be the most fundamental science. I investigate some fundamental problems, in physics education, determined by physicists and pedagogues. As far as I am concerned common problems in physics education are part of one global difficulty. And this difficulty stems from a weak inclusion of philosophy and particularly philosophy of science in science teaching. If science education research is concerned with what to teach and how to teach, my claims can be said to be only about the former. The latter, there is no doubt, is worth analyzing individually as well as the other problems concerning the introduction of historical and sociological aspects of science in science education. However, since it is not possible to detach the historical and sociological point of view from a philosophical concern, for the present purposes one should note that when I am speaking of philosophy, I am also referring to these aspects. In the first section I present a brief account of the fundamental problems met in physics education and later stress the importance of inclusion of philosophy in science education.