This chapter examines the relationship between the two fields of science education and philosophy of education to inquire how philosophy could better contribute to improving science curriculum, teaching, and learning, especially science teacher education. An inspection of respective research journals exhibits an almost complete neglect of each field for the other (barring exceptions).While it can be admitted that philosophy has been an area of limited and scattered interest for science education researchers for some time, the subfield of philosophy of education (...) has been little canvassed and remains an underdeveloped area. To help bring science education closer into the fold of educational philosophy and theorizing, the historical development of science education and philosophy of education are sketched to reveal their common roots, interests, and concerns. Thereto, the contours of a new philosophy of science education are presented (as an integration of three academic fields). Arguments are provided which seek to illustrate why philosophy in general and philosophy of education in particular can make positive contributions to teacher education and the research field together with suggesting future directions and possible reform contributions (scientific literacy, educational aims, educational theory, pedagogical content knowledge, science teacher, and curricular epistemologies). (shrink)