Misconceptions for concepts in sciences in Charles Perrault’s fairy tales

Abstract

This study examines the accuracy of the content of Charles Perrault’s fairy tales in terms of sciences. Qualitative content analysis was used to analyze seven fairy tales. The texts were examined to identify and record the scientific mistakes and inaccuracies and the alternative ideas they may create in children. Errors and inaccuracies were organized into a four-category system. The results provide teachers with incorrect representations of physical concepts and phenomena in fairy tales. Finally, proposals are presented for utilizing these books in teaching sciences.