ABSTRACT
Some years ago, Robert Ennis opened a comprehensive review of the literature on philosophy of science and science teaching with the melancholy observation that: “With some exceptions philosophers of science have not shown much explicit interest in the problems of science education” (Ennis 1979, p. 138).1 Happily there are some signs that this situation is changing; there are certainly signs that science educators are showing interest in utilizing the work of philosophers of science.2
