The “practice turn” in philosophy of science has strengthened the connections between philosophy and scientific practice. Apart from reinvigorating philosophy of science, this also increases the relevance of philosophical research for science, society, and science education. In this paper, we reflect on our extensive experience with teaching mandatory philosophy of science courses to science students from a range of programs at University of Copenhagen. We highlight some of the lessons we have learned in making philosophy of science “fit for teaching” outside of philosophy circles by taking selected cases from the students’ own field as the starting point. We argue for adapting philosophy of science teaching to particular audiences of science students, and discuss the benefits of drawing on research within science education to inform curriculum and course design. This involves reconsidering teaching resources, assumptions about students, intended learning outcomes, and teaching formats. We also argue that to make philosophy of science relevant and engaging to science students, it is important to consider their potential career trajectories. By anticipating future contexts and situations in which methodological, conceptual, and ethical questions could be relevant, philosophy of science can demonstrate its value in the education of science students.

科学哲学的“实践转向”加强了哲学与科学实践的联系。除了重振科学哲学之外，这也增加了哲学研究与科学、社会和科学教育的相关性。在本文中，我们反思了我们在向哥本哈根大学一系列课程的理科学生教授必修科学哲学课程方面的丰富经验。我们以学生所在领域的精选案例为出发点，重点介绍了我们在使科学哲学“适合于哲学界以外的教学”方面所学到的一些经验教训。我们主张使科学教学哲学适应科学学生的特定受众，并讨论利用科学教育中的研究为课程和课程设计提供信息的好处。这涉及重新考虑教学资源、对学生的假设、预期的学习成果和教学形式。我们还认为，要使科学哲学与理科学生相关并吸引他们，重要的是要考虑他们的潜在职业轨迹。通过预测方法论、概念和伦理问题可能相关的未来背景和情况，科学哲学可以证明其在理科学生教育中的价值。重要的是要考虑他们的潜在职业轨迹。通过预测方法论、概念和伦理问题可能相关的未来背景和情况，科学哲学可以证明其在理科学生教育中的价值。重要的是要考虑他们的潜在职业轨迹。通过预测方法论、概念和伦理问题可能相关的未来背景和情况，科学哲学可以证明其在理科学生教育中的价值。