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Abstract

This article attempts to elucidate the claim that philosophy of science provides framework for science educators by presenting fundamental insights from philosophers of science relevant in making sure that science subjects in line with the newly implemented K-12 Program will be taught in the most effective ways possible. The K-12 Program of the Department of Education prescribed four pedagogical approaches namely constructivists, inquiry-based approach, reflective, collaborative and integrative that must be used in science classrooms as well as in any other subjects required by the new curriculum. However, teaching science gives premium on inquiry-based with an objective of bringing students awareness on what scientists do. Meanwhile, the nature of scientific inquiry is a significant foundation of the entire inquiry learning and teaching. With this in mind, this paper looks into the history of philosophy of science and brings out ideas of influential philosophers that discussed the nature of scientific inquiry and their informative categorical distinctions of what is scientific from the unscientific namely; Carnap’s inductivist empiricism, Popperian hypothetical-deductive approach and Kuhnian research puzzles. These philosophical thoughts are concrete guideposts on how to start the entire inquiry learning inside science classrooms. Science teachers and students can ask similar questions used by philosophers of science to scrutinize the veracity of scientific theories in store for the students to learn in science classes.

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