ABSTRACT
In many nations, scientific literacy has been identified as a key aim of science education. Scientific literacy evades an agreed definition, with some definitions paying attention to introducing young people to the world of scientists through the development of an understanding of scientific explanations of phenomena. This chapter argues for the inclusion of Philosophy for Children (P4C) in initial (science) teacher education. Reflecting on work with beginning and in-service teachers in relation to the aim of science education for scientific literacy, it considers how P4C in science education can contribute to scientific literacy as conceived as a way of educating through science. The chapter identifies some of the challenges associated with approaching these issues with beginning teachers. It also considers Holbrook and Rannikmae's vision of scientific literacy as 'education through science' and the implications of this for practice. Recent developments in relation to interdisciplinary approaches to education have highlighted the importance of taking seriously perspectives from other disciplines in science.
