2. Choice for nature. This means: Wind, solar and water energy for some Nuclear energy for others (depending on different ideas about what the facts are) Voting outcome: Wind, solar and water energy.

3.  We have to present the facts and knowledge in a way suitable for the level. Ages 4-19.  Learning is in the discussion, social interaction and practice (for lower levels).  Learn how to work democratically.  Development of critical thinking

4.  The environment  Democracy and decision making  Humans and their impact on the environment  Environmental problems

5.  Whole class discussion and discussion in groups with presentation at the end  Play for the lower levels to make it interesting  Media about pollution, toxic waste, holes in the ozone layer etc.  Practical classes e.g. recycling, trips in nature, pollution research near school area etc.

6.  Stories as a motive so as to learn about the pollution. e.g. using animals as heroes.  Drama to allow the students to see things from other points of view  Practical assignments  Access to Information(Scientific literacy)

7.  Encourage and lead discussions  Confirm that the students understand the task and the background information related to the scenario  Use questioning to stimulate the pupils thinking  Guide in decision making

8.  Very difficult to reconstruct/remove misconceptions and introduce new facts that contribute to new insights  Science and the general opinion of the welfare of society can often come into conflict  Without knowledge its hard to contribute to the discussion.  Who decides who has enough knowledge to take part in the decision making.

9. Positive:  Stimulate in a new way  Approach science differently  Very good for scientific literacy (higher levels) Negative:  Time consuming  Difficult to grade/evaluate  Efficiency depends per student (level of personal development)