In this work, initially we will make explicit our understanding of the debate among Kuhn, Popper, Lakatos and Feyerabend in the International Conference on Philosophy of Science (1965), by outlining the differences in the positions of these philosophers. Afterwards, we will present a chart of positions about the teaching of science, the way they seem for us to characterize the last 30 years of research in this field. Finally, we will try to put the two fields closer together, while attempting to highlight the implications of the philosophical problematic for a better understanding of the Science and Mathematics Education.
Philosophy of Science; Conceptual Change; Science Education