The use of significance tests in science has been debated from the invention of these tests until the present time. Apart from theoretical critiques on their appropriateness for evaluating scientific hypotheses, significance tests also receive criticism for inviting misinterpretations. Although these misinterpretations are well documented, until now there has been little research on pedagogical methods to remove them. Rather, they are considered "hard facts" that are impervious to correction. We discuss the roots of these misinterpretations and propose a pedagogical concept to teach significance tests, which involves explaining the meaning of statistical significance in an appropriate way. The present contribution is based on Krauss and Wassner (2001) and Haller and Krauss (in press).
- Prof Dev