Analysing the Errors of Renowned Scientists Throughout History and Those of Students After Learning about Science

In the present study, we will first clarify the concept of error as developed by scientists and by students before and after science instruction. A study of the history of science reveals two categories of errors that have shaped its development: those that have contributed to its progress and those that have hindered it. In this regard, we will see that many renowned scientists, such as Aristotle and Buridan, developed theories or put forward explanations of force and movement that later proved false. Also, we will see that some errors did not prevent scientists from advancing science. This research underscores the pivotal role of scientific errors in shaping the evolution of science throughout history, enlightening us about the scientific process and fostering an appreciation for the scientific community's resilience and adaptability as a key insight. The study also explores students' errors and their relevance to developing strategy-based teaching that enables meaningful learning of science. The study also delves into errors in students' reasoning, which can be attributed to distractions or unintentional mistakes, as well as to misunderstandings of natural and human-made phenomena. Finally, we will see that identifying the errors of scientists and those of students is crucial for creating teaching strategies that promote meaningful science learning.