The prospective virtues of using history and philosophy of science in science teaching have been pronounced for decades. Recently, a role for nature of science in supporting scientific literacy has become widely institutionalized in curriculum standards internationally. This short review addresses these current needs, highlighting the concrete views of teachers in the classroom, eschewing ideological ideals and abstract theory. A practical perspective highlights further the roles of history and philosophy--and of sociology, too--and even broadens their importance. It also indicates the relevance of a wide range of topics and work in Science Studies now generally absent from science educational discourse. An extensive reference list is provided.