Science & Education 13: 201–221, 2004. © 2004 Kluwer Academic Publishers. Printed in the Netherlands. 201 Continental Drift: A Discussion Strategy for Secondary School ∗ ISABEL PAIXÃO, SÍLVIA CALADO, SÍLVIA FERREIRA, VANDA ALVES and ANA M. MORAIS Department of Education, School of Science University of Lisbon (E-mail: amorais@fc.ul.pt) Abstract. The paper describes a discussion strategy for secondary school students. The strategy focus the various dimensions of Science, especially the internal sociological and philosophical di- mensions. Students are expected to learn more about Science, namely the role of controversy for scientific progress. The article contains key questions for the students and guidelines for the teacher and also an analysis of the strategy in terms of the construction of Science and of learning processes. Introduction The goals for science education in Portugal are being revised in order to emphasize science construction and the Science Technology and Society relation (Ministério da Educação 2001). This follows international trends (BSCS 1995). In the past, the scientific education approach was often reducing, consisting on a neutral body of knowledge from which the metascientific concepts were absent. This perspective of science teaching kept apart the scientific data and conclusions from the conceptual structure that gives meaning to those conclusions. This may lead students to a wrong idea of the processes of science construction. This paper aims at proposing a strategy for science teaching which highlights these processes. The strategy con- stitutes a dynamic instrument that allows students to achieve knowledge through reflection and discussion rather than by just given information. On the other hand, it is important to make clear that the work presented is mostly directed to the activity of the teacher and constitutes an instrument that has the main goal of contributing to teacher’s education. Furthermore, it is not only an instrument to use in classroom, but it also may act as a source of inspiration and a conduct line to follow – if the teacher has the intent to create something similar in his/her school practice, no matter the subject. When the teacher is in full control of this kind of activities, he/she may, and must, promote more open strategies in the classroom. The strategy presented in this paper was constructed by four student-teachers within the discipline of Science Methods and reflects the application of scientific and pedagogical knowledge. The paper is organized in order to promote the construction of metascientific concepts related to the continental drift and the