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This article reflects on the distorted views of science from an educational and epistemological perspective of a student of the master's degree in Teacher of Compulsory Secondary Education, Vocational Training and Language Teaching. It is intended then with this text to present some ideas around eight distortions identified by research in science didactics, which mutually support each other forming a conceptual framework that blocks the possibility of achieving a genuine scientific literacy. The most traditional school practices continue, even today, transmitting an impoverished, mythologized, disenchanted and naive image of the scientific disciplines, of their objectives, of their methods, of the evolution and development of their knowledge; a perspective that will frame their true nature by presenting them as esoteric, elitist, useless, ahistorical, decontextualized and excessively analytical knowledge. In conclusion, the need to introduce non-formal education into teaching as a tool that contributes to eradicating these distorted views is postulated. [ABSTRACT FROM AUTHOR]