We present and discuss the meta-theoretical and methodological guidelines of an innovative experience that introduces the history of science and philosophy of science in chemistry didactics courses in the initial training of secondary school teachers. The aim is to promote and develop a more comprehensive, interesting, and valuable vision of the production of knowledge in this disciplinary field of science, in the face of the current and diverse challenges imposed by a new culture of science teaching. The results reveal an interesting reflection on how the formative and theoretical orientation of teachers contributes to a more humane view of chemistry, its teaching and learning.