This study has the key premise of teaching history and philosophy of physical sciences to illustrate how controversies and rivalries among scientists play a key role in the progress of science and why scientific development is not only founded on the accumulation of experimental data. The author is a defender of teachers who consider philosophical, historical and socio-scientific issues. In particular, the disputes can be used in science teaching to promote students awareness of the "historicity" of science and to facilitate the understanding of scientific progress beyond that of inductive generalizations. The establishment of a theory is accompanied with philosophical interpretations all the way. The author will try to show that it gives excellent results in teaching and learning to bring to the foreground the complexity that surrounds the development of ideas in science, illustrating how controversies, presuppositions, contradictions and inconsistencies find a place in the work of scientists and philosophers alike. In this sense, the case of quantum mechanics and quantum chemistry is very solid because it is historically full of controversies among their heads: Einstein, Bohr, De Broglie, Heisenberg, Schrödinger, Born, Lewis, Langmuir, Bader, Hoffmann and Pauling, at least.