When an investigation is carried out into the teaching and learning process in the specific area of chemistry, a series of observations and perspectives take place in various contexts, ranging from didactics to the way in which students are able to assimilate the content taught. This instigates reflections that link theory to the practical process that guides this process, so praxis is the path in the construction of scientific knowledge, in this work there are chapters that complete each other seeking a differentiated and contextualised epistemology. As a result, this book carries out a series of investigations that cover the various teaching modalities, such as: Regular Education, Youth and Adult Education, and Higher Education. By diversifying the various teaching modalities, thus articulating with the teaching and learning process, this book becomes indispensable for professionals in the field of exact sciences and education who are looking for experiences and reflections on the school environment in its various forms and modalities.