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This paper documents some of the international curriculum documents that requirethat science students learn about science –its methodology, relations with widerculture, technology and worldviews– as well as learning the content and processskills of science. This wider, or cultural, goal for science courses amounts tostudents learning something about the history and philosophy of their subject. It isargued that some study of the Scientific Revolution is a very appropriate and richway to forward this cultural goal. The example of the seventeenth-century debateabout the shape of the earth is used to illustrate significant features of the scientificrevolution, and consequently enduring features of modern science.

• Educational sciences

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science education, scientific revolution, history and philosophy of science and education

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