Abstract
When what is necessary to learn changes in a short time, it becomes much more difficult to know what should be taught and how it should be taught. Currently it is still difficult to implement student-centred strategies in the classroom. Through this study we sought to diagnose the difficulties, advantages and perceptions that biology teachers experience when conceiving and implementing Science-Technology-Society (STS) strategies in 12th grade classes at secondary education level. Four semistructured interviews were conducted with secondary biology teachers. Despite the difficulties found, the advantages, in particular the motivation and the involvement of the students that this teaching perspective enables, lead the teacher to continue developing and implementing STS strategies.
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