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Research on the contribution that the history and philosophy of science can make to theteaching of science has established itself as a dynamic scientic eld. The internationalcommunity of researchers continues to expand, publications on the subject are steadilyincreasing in number, and Science & Education journal continually increases its impactand reputation. In Greece, since 2001, a community of researchers and teachers has beencreated and has organized successive Greek conferences on History, Philosophy andScience Teaching. The conference, from which papers were selected for this special issue,was the 5th conference. It, like the previous conferences, had as its basic target to promotean in-depth examination of the interplay between the history and the philosophy of scienceand the teaching of science.The 5th Conference on History, Philosophy and Science Teaching was held in Nicosia,Cyprus, between 11 and 14 of June 2009. The organizing committee intended to broadenthe character of the conference by inviting not only Greek speaking scientists andresearchers but also scientists and researchers from all over the world to participate. A rststep towards this direction was the invitation to distinguished foreign scientists to presenttheir work, as well as the organization of an English-speaking symposium.The theme of the 5th Conference was ‘‘The Great Scientic Theories in the Teaching ofthe Natural Sciences’’. The conference sought to reveal the interaction between the greatscientic theories and science teaching, and especially the interaction between the Dar-winian theory and science teaching highlighting questions concerning the impact of Dar-winian theory for our general conception of scientic theories and for science teaching. Anexample is the extent to which contemporary discussions concerning the universality of thescientic laws, the limits of their application, and the type of explanation of the scientic

science and education

Introduction: The 5th Hellenic Conference on the History, Philosophy and Science Teaching “The Great Scientific Theories in the Teaching of Natural Sciences”