Scientific culture, if mediated through an adequate pedagogical and methodological-didactic reflection, can be an essential component of the teachers’ education, of their professionalism and their exercise. It is to be nurtured through the actual practice of scientific research, both basic and applied, as far as logical-mathematical, formal and empirical sciences of nature regard as well as of technical matters. Herewith four aspects of great relevance in the present debate are exemplified: the methodology of scientific research, proceeding by problems, the systems theory and teaching conceived and dealt with as a science
