The present study investigated the relationship between student science teachers’ views on Nature of Science and their views on the importance of teaching Nature of Science. It is a case study in which qualitative methods and descriptive statistics are used. The sample consisted of 23 student science teachers who attended a faculty course on Didactics of Physics and participated voluntarily. Preliminary findings showed a moderate relationship between students’ views on Nature of Science issues and their classroom practice, particularly regarding “tenets” such as the tentative character of science and sociocultural milieu. When it comes to more epistemological issues, such as the difference between a theory and a law, then student teachers have considerable conceptual difficulties and they also find the particular “tenets” less important for a school science context.

When is creativity teachable? Is it a single scientific field, and who is appropriate to undertake its teaching? What are Socrates’s criteria, and how can we apply them to creativity? This paper examines the value of creativity as it arises through scholars historically in the fields of philosophy and education. It also examines forms and theories of creativity in education. Gradually, curricula began to consider the cultivation of students’ creative thinking, and interest was shifted form “gifted” children to creativity for all. Are heuristics sufficient to contribute effectively to the adoption of techniques that promote creative thinking within the school environment and make it a separate lesson in the curriculum, or should we try some “risky” scientific choices?

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The aim of this article is to identify the educational interest of Nietzsche's fundamental philosophical principles. To this end, Nietzsche's work "The Gay Science" and corresponding references from other fragments of his corpus have been aggregated for the needs of this goal. An analysis of the book's major propositions indicates an epistemological approach to educational matters, based on knowledge's refutability and its validation through experimentation. Other parts of this work, stress out the incompatibility of Nietzsche's philosophy with a democratic education. His philosophical concepts of social order and destiny's accomplishment are presented in favour of this claim. Finally, the most unique propositions in The Gay Science are unveiled and their potential incorporation into the educational process is proposed. In particular, the values of appearance and fallacy emerge, illuminating the optimistic side of his philosophy. From an educational perspective, these values recommend limiting excess rationalism in classrooms and maintaining students' learning interest by focusing on their emotional needs.