In education, teaching subjects related to the natural sciences proves to be a complex endeavor for educators on a daily basis. It requires the utilization of knowledge from different areas, such as the natural sciences, cognitive psychology, sociology, and epistemology, with the main goal of gradually transitioning students from empirical and everyday ways of thinking to scientific ways of thinking.

This book presents basic issues in the teaching of the natural sciences that concern the international academic community, as well as the research data of the last decades in this field.

The 12 thematic units of the book examine a range of topics, such as the concept of scientific literacy, the fundamental learning theories that influence learning in the natural sciences, students' ideas about the concepts of the natural world, the main teaching models applied in natural science classes, the scientific processes that characterize inquiry-based learning, the basic teaching tools used in the teaching of the natural sciences, and the informal sources of learning in the natural sciences. Additionally, proposals are made for teaching various thematic units from the natural sciences and for developing specific lesson plans. These proposals aim to reconstruct the educational content of the natural sciences in order to transform it into content compatible with the students' age, cognitive level, and socio-cultural background. Specifically, examples-scenarios of teaching progression are presented for Engineering, Thermodynamics, Electricity, Optics, and Biology. The book is addressed to both educators of the upper grades of primary school and educators of secondary school. The teaching proposals, where deemed necessary, are differentiated according to the level of education.