ABSTRACT
This chapter provides a case for using ideas developed by Integrated History and Philosophy of Science (iHPS) scholars to examine some implications for a closely related area, namely science education. It presents a re-examination of the epistemological basis of science education, using the ideas of one very actively discussed topic among iHPS scholars, namely scientific pluralism. The chapter examines the arguments for pluralism proposed by education theorists and philosophers of science and considers pluralistic realism as one possible way out of the dilemma posed between the realist and constructivist extremes. It also presents more practical implications of pluralism in science education by suggesting several potential characteristics of what might be considered ‘pluralist’ science education. In the pluralistic understanding of science, the importance of teaching the methods of science is still recognised. Both in science studies and science education, constructivism is one of the most influential ideas that has prevailed from the second half of the twentieth century onward.
