Sensors specially designed for use in schools to measure values of physical quantities within science education have its firm place in the theory of science education for some decades already. However, there are many teachers and schools where sensors are not used. Some schools do not use any sensors, and others use sensors designed for industrial use. In this contribution, the effective use of sensors is discussed in the light of principles and tenets of human learning, as proposed by colleagues researching the application of neuroscience to education. The focus is put on in-service physics teachers training.