This article proposes that teachers should be open to reflecting upon their prior knowledge (know-how, skills) and that of their students. This should be done based on the consideration of the knowledge as an element of the vital daily environment, on the construction of common sense and on the communication of the teaching-learning processes. The starting point is the question: is any attempt for encouraging the scientific attitude conceivable without encouraging a critical attitude? The attitude of science teachers towards knowledge is also transmitted to the students, who take them as models. In order to turn the classrooms into a place where the work of thoughts and the change in attitudes towards research are possible, it is necessary to shape the transformation of the image of science that the teachers themselves have. A simple reflection is proposed, based on the experience with the epistemological history of sciences.
epistemological history of sciences; scientific attitude; teaching-learning.