 The philosophy of science as a resource for science education is a topic that has acquired an increasing interest in Latin America during the last decades. In this field, two authors have developed intensive work. Agustín Adúriz-Bravo addressed the use of well-known episodes from the history of science, such as the formulation of the pendulum law by Galileo (2004) and the discovery of radium by the Curies (Adúriz-Bravo and Izquierdo-Aymerich 2009) for science education. Moreover, he applied the cognitive model of science (Izquierdo-Aymerich and Adúriz-Bravo 2003; Adúriz-Bravo and Izquierdo-Aymerich 2005) and the semantic view of scientific theories (Adúriz-Bravo 2011, 2013) both to the practice of science teaching and to research on science education. He also appealed to the so called “Nature of Science” view of science for the education of science teachers (Adúriz-Bravo 2007, 2014). On the basis of those theoretical bases, Adúriz-Bravo focuses on the philosophy of chemistry as a resource for the didactics of chemistry (Erduran, Adúriz-Bravo, and Mamlok Naaman 2007; Izquierdo-Aymerich and Adúriz-Bravo 2009; Adúriz-Bravo, Merino, and Izquierdo-Aymerich 2012).