Many believe that whether teachers teach students to "do" science, teach about science, or teach about technology instead, science teachers should be as culturally literate about science as possible. Also, it is believed that a philosophy of science course which uses history of science, some normative epistemologies, practical examples, and current post-modernist views could promote that cultural literacy. The purpose of this study is to explore the need for a historically vibrant philosophy of science course; evaluate the current status of such programs; and offer an initial framework to science teacher educators for a course in philosophy of science. As a result of a literature search, a 17-institution survey, and a methods texts evaluation, important questions in philosophy of science have emerged which need to be included in science teacher education programs. The final contribution in this study is a framework which begins to address specific important issues such as the nature of theories, the quality of explanations, and how various confirmatory techniques differ. The paper describes purpose, methods, results, and methods text evaluation, as well as a model or framework for philosophically valid questions about science. Appendices include a questionnaire, a list of institutions surveyed, the text of the qualitative evaluation, and 44 references. (RT)