The History of Science in Science Teacher Education

Different studies and the personal experience of the author of this chapter in pre-service and in-service teacher training for science education show that a significant percentage of this group develops their teaching activity, or faces it, based on an outdated concept of science, which considers it as a set of truths that have been “discovered” through a single research method, the “scientific method”, which is sometimes identified with the inductive and other times with the deductive method (Álvarez-Lires, 1999; Serrallé et al., 2022), without the teachers being aware of its meaning, but always under the umbrella of the supposed objectivity, universality, neutrality and provider of truths of a single science, the Western one.