The paper describes the author's experience in using the history of science in teaching physics to science teachers. lt was found that history becomes more useful to teachers when explicitly combined with 'investigative' experimentation, which, in turn. can benefit from various uses of the history of science.

The Structure of Scientific Revolutions) and Alan Musgrave argue that it is impossible to precisely date discovery events and precisely identify discoverers. They defend this claim mainly on the grounds that so-called discoverers have in many cases misconceived the objects of discovery. In this paper, I argue that Kuhn and Musgrave arrive at their view because they lack a substantive account of how well discoverers must be able to conceptualize discovered objects. I remedy this deficiency by providing just such an (...) account, and with this account I delineate how one can secure precision regarding the identity of discoverers and the times of discoveries. Near the end of my paper I bring my target of criticism up-to-date; it turns out that Steve Woolgar adopts an approach to discovery kindred to those of Kuhn and Musgrave and I close the paper by discussing what is at stake in rebutting him. (shrink)