PS1-D-paper3 Controversial scientific issues: The analysis of an educational approach Elena CAMINO, Anna PERAZZONE, Fabrizio BERTOLINO & Laura IGUERA Research Group in Science Education - University of Turin, Italy Abstract. We report here the results of a didactic experimentation aimed to introduce controversial scientific/environmental issues into the higher secondary school pro- grammes, and to assess the effectiveness of the strategies worked out towards aim. The experimental design consists of three phases: a series of Seminars about three topics connected with environmental problems – Economics (AA.VV., 1996; Gesu- aldi, 1996; Glandsberger & Blowers, 1995; Meadows, 1995; Sachs, 1993; Wuppertal Institute, 1995), Education (Blakemore, 1994; Camino & Perazzone, 1995; Freire, 1997; Illich, 1996; Orr, 1993; Tuiavi, 1992; Vinoba Bhave, 1967), Defence (Borrelli et al., 1984; Galtung, 1996); a refresher course for high school teachers on the same topics and a number of activities with the students. The evaluation process – carried on with the collaboration of teachers and students – has taken into account the di- dactic material, the methodologies chosen for the teaching/learning process, and the opportunities and constraints of the institutional structures. We have identified some crucial aspects on which it might be possible to introduce changes – the teachers’ training, the organisation of the school work, the dynamics of teachers/students in- teraction. Description of the subject. The school is increasingly asked to offer to young peo- ple besides basic scientific knowledge, the competence and abilities to find autono- mously data, to face complex problems on a rational basis and resorting to different disciplines, to discriminate between facts and values. By acquiring such competence students learn not only to practice consciously their choices in a democratic society, but also to assume responsible social behaviours. To be able to cope with controver- sial scientific issues is – in our view – a main component of the education to sustainability. Design and Procedure. As a Research Group in Science Education at the Univer- sity of Turin we have promoted a coordinated effort to involve teachers, experts and researchers about controversial environmental issues. Our focus was to promote an educational related process to sustainability for teachers and students of secondary school. Our original idea was articulated in three phases, each one with an assess- ment session. 1. A series of seminars on complex and controversial scientific issues for teachers and educators in order to present different points of view and non conventional inter- pretations. Each seminar was lasting for 3 hours: an expert was holding the confer- ence and at the end of the meeting people were invited to express questions or doubts. The titles of the four seminars are the following: - Environment and economical choices (Prof. Wolfgang Sachs, Wuppertal Institute for Climate, Energy and the Environment – Germany). - Environment and educational institutions (Prof. Pier Francesco Ghetti, University of Venice). - Environment and defence models (Prof. Antonino Drago, University of Naples). - Environment, individual choices and collective action (Prof. Giovanni Salio, Univer-