Conventional incandescent bulbs are widely used in science education experiments. Today incandescent bulbs are being replaced by LED bulbs, which students encounter quite often in their daily lives, but they ignore how LEDs operate in a simple circuit. Also, the electronic devices used every day are getting smaller and smaller in scale, preventing students from understanding that they simply incorporate basic elements of electrical circuits that they learn in school. This research seeks to find ways to make this integration and to evaluate learning outcomes in primary school students.

In this paper, we present school science teaching and learning activities using large research infrastructures as tools for primary teachers eager to engage their students in cutting-edge physics and engineering research. The activities were deployed from 2016 to 2019 in the framework of a professional development course addressed to primary school teachers, which took place at CERN. We focus on a laboratory of electromagnetism which Greek teachers tested with their students after participating in the course. The Large Hadron Collider and the particle detectors at CERN served as exciting engineering paradigms. The laboratory introduced participants to learning-by-doing methodologies for conducting simple experiments that aimed to foster student learning. The proposed laboratory is examined in terms of its impact on both teachers' and students' knowledge regarding experiments and the construction of engineering models as well as on their basic understanding of scientific and engineering research.

In October 2019, the first Greek Massive Open Online Course on science experiments for students took place online and lasted five weeks. Its content consisted of a substantial number of science experiments based on the school curriculum with simple, everyday materials. The audience addressed were not only students but also science teachers and people interested in science. A total of 7266 enrollments were recorded, the vast majority of participants being teachers of primary and secondary education. The data received during the course and the statistics that followed revealed notable findings on the need for epistemological development among teachers teaching science and engineering, the extent of teaching through experiments in Greek schools, the gender-biased inequalities in the communities of students and teachers, and the challenges that exist in the field. The course was repeated in March 2020 as soon as the pandemic spread in the country.

University students face several difficulties in comprehending electricity, as the relevant literature shows. It is well known into the scientific community that understanding electricity and circuits is fundamental to both science and technology. Thus, the design of new educational tools and their implementation are at the forefront of educational research today. Various methods have been proposed and implemented in order to overcome these difficulties. A very significant method is the Learning-by-doing (LBD). It is a modern, interesting and easily applied approach to students. In this paper we present some simple experiments on electronics we created, based on LBD, and how they helped undergraduate students improve their performance in electronics labs as well as their comprehension of scientific laws and natural phenomena.

In this work, we present the research that we conducted in order to detect students' difficulties in understanding the basic concepts and phenomena of Electricity and Electronic Physics. The analysis not only confirms the findings of the existing literature, but also completes it with new ones. These results dictate us to create an educational approach that tackles the difficulties found.