In history of science we have significant examples of textbooks written by professional scholars, researchers during their teachings job. Thus the research (on foundations of science) and pedagogical aspects are presented, but not at all of them in the same way. Many and various factors are included.
Many European education centres and history of science institutions like the symposia presented in European Society for the History of Science congresses, and the Inter–Divisional Teaching Commission of the Division of Logic, Methodology and Philosophy of Science (DLMPS) and the International Union for History and Philosophy of Science (IUHPS) are reflecting brilliantly upon higher scientific education and its improvements in secondary level. It is unthinkable to learn and understand the scientific sense of a subject without deepening its intellectual and cultural background, e.g. history and its foundations: how is it possible to keep on teaching sciences being unaware of their origins, cultural reasons and eventual conflicts and values? And how is it possible teaching and remarking the contents and certainties of physics and mathematics as sciences not having first introduced the sensible doubt about the inadequacy and fluidity of such sciences in particular contexts?