The article tries to discuss how historico-critical pedagogy and the STS movement in science education can contribute to the change of scientific education that we have at the present time. We visualize points of convergence between these two theoretical currents, with interesting implications in respect to the formation of teachers. Finally, we will claim that these two theories can place science education in a differentiated perspective, which can contribute to the formation of citizenship and the transformation of society through popular interests.
science education; STS movement; teacher education