Teaching and Scientific Experimentation: Theory and Practice to Enhance Learning
Science education has difficulties that are characteristic for students and teachers. Learning and describing natural phenomena requires an understanding of natural laws and the theories that describe them, a knowledge that is not easy to develop in high school and college students. On the other hand, teachers want to teach concepts and theories overcoming students' difficulties with various methodologies, but they are not always successful. Any methodology needs to be well established and must be consistently employed to be effective. Among the existing alternatives, the use of experimentation stands out. Experimentation is an extremely useful resource in schools and universities for promising greater learning and should be promoted and enhanced.
In this special issue of the Science Journal of Education we seek works that contribute to this theme through successful reports, discussion of relevant topics and proposal of methodologies that combine experimentation and teaching of natural sciences with focus on learning. By experimentation we mean everything that makes use of traditional classroom or laboratory practical resources (such as models, games, representations, experiments, etc.) and modern resources (simulations, computer programs, etc.).
We aim to bring together work with diverse approaches to Biology, Physics, Chemistry and multidisciplinary that enhance the teaching of these sciences in their various theoretical and practical aspects. Conceptual discussions, updates, case studies, and proposals for adapting existing methodologies are also welcome in this issue.