Abstract
To master a scientific concept is to know the limits of its relevance, that is, to perceive when it does not work. For that purpose, the inclusion in the teaching process of wrong theories, suitably presented and discussed, brings into focus many pedagogical and epistemological stumbling blocks that are usually ignored or bypassed. A schematic classification of wrong theories is proposed and some illustrative examples are given. Scientific education, in order to promote the shaping of the critical spirit must allow criticism to develop within science.
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