The urgent need for figures of merit in order to evaluate the performance of teaching and learning methodologies: constructive criticism from a scientific metrological discipline

An objective criterion for an a priori identification of which methodologies are more appropriate for dealing with the problem of teaching or learning science at a determined school level, in the case of education, are very lax or missed. Today it is difficult to objectively differentiate which is the best strategy for dealing with a determined teaching/learning problem. Objectivity can be achieved through modern logic taken from the formal sciences, such as statistics. In the case of metrological discipline such analytical chemistry, where as in education, there is a continuous development of new methodologies and the performance are always evaluated through which analytical chemist call “figures of merit”. In this article, we establish a guide for future research in education to develop objective parameters (figures of merit) to evaluate and compare different teaching and learning strategies following the example of other disciplines such as analytical chemistry.