In this paper, I describe some strategies for teaching an introductory philosophy of science course to Science, Technology, Engineering, and Mathematics (STEM) students, with reference to my own experience teaching a philosophy of science course in the Fall of 2020. The most important strategy that I advocate is what I call the “Second Philosophy” approach, according to which instructors ought to emphasize that the problems that concern philosophers of science are not manufactured and imposed by philosophers from the outside, but rather are ones that arise internally, during the practice of science itself. To justify this approach, I appeal to considerations from both educational research and the epistemology of testimony. In addition, I defend some distinctive learning goals that philosophy of science instructors ought to adopt when teaching STEM students, which include rectifying empirically well-documented shortcomings in students’ conceptions of the “scientific method” and the “nature of science.” Although my primary focus will be on teaching philosophy of science to STEM students, much of what I propose can be applied to non-philosophy majors generally. Ultimately, as I argue, a successful philosophy of science course for non-philosophy majors must be one that advances a student’s science education. The strategies that I describe and defend here are aimed at precisely that end.

在本文中，我结合自己在 2020 年秋季教授科学哲学课程的经验，描述了为科学、技术、工程和数学 (STEM) 学生教授科学哲学入门课程的一些策略。我提倡的一个重要策略是我所说的“第二哲学”方法，根据这种方法，教师应该强调科学哲学家所关心的问题不是由外部哲学家制造和强加的，而是内部产生的问题。，在科学本身的实践过程中。为了证明这种方法的合理性，我呼吁从教育研究和证词认识论中进行考虑。此外，我捍卫了科学哲学教师在教授 STEM 学生时应该采用的一些独特的学习目标，其中包括纠正学生对“科学方法”和“科学本质”概念中已有证据充分证明的缺陷。虽然我的主要重点是向 STEM 学生教授科学哲学，但我提出的大部分建议都可以普遍应用于非哲学专业。归根结底，正如我所说，一门成功的非哲学专业的科学哲学课程必须能够促进学生的科学教育. 我在这里描述和捍卫的策略正是针对这个目的。