As disciplines that study the sciences in their development, the history and philosophy of science can provide important insights on many issues of importance to scientists, science educators, and science managers. Cognitive-philosophical studies of how scientists reason and construct new knowledge can be used to inform both about human cognition in general and the development of science skills in particular. Historical and ethnographic accounts of how scientific results have been achieved and put to use can promote a better comprehension of scientific concepts and methods. Much of the effort in bringing history and philosophy of science into science education has focused on K-12, on teacher education, and on improving scientific literacy. In contrast, there has been only little emphasis on the use of history and philosophy of science in the education of prospective scientists at the college level and almost none on graduate education in the sciences. Nevertheless, arguments have been advanced that science students as part of their education to scientists need to learn about the practices, institutions, career choices, and societal responsibilities of research scientists. Speakers shall present recent work in history and philosophy of science that is especially well suited for the training of aspiring scientists, including how scientists make use of modeling practices, bridge across disciplinary divides, and deal with the relations among science, politics, and society.