The relations between science, technology and society can be interpreted in various ways, although it is becoming increasingly clearEducation to Participate in Science and Technology need for society to be present in government and in the control of techno-scientific activity. It is therefore important that the techno-scientific education aims to increase education of the citizens that enable them to understand, manage and participate in a world where science and technology are ever more present.

Undoubtedly, the approach of Science, Technology and Society (CTS) is particularly suitable for promoting education conducive to learning techno participation, bringing new meaning to concepts such as literacy techno accepted, science for all or dissemination of scientific culture . In this context, the simulated cases CTS, developed in recent years in the Ibero-American initiatives in relation to educational innovation and teacher training, are a significant proposal to direct education towards learning techno participation as a central element citizenship education. This paper presents the results of a project developed in 2003, which experienced several cases simulated in more than 40 secondary school Spanish classrooms. In this project involved more than 800 students and more than 30 teachers, coordinated development experiences in their classrooms.

Today not discussed the importance to society of science and technology. Whatever thedeterminants of economic development of countries and quality of life of people, is as responsible for the transformation of the natural environment and changes in the forms of human life, science and technology are on government agendas and NGOs. The discussion does not focus, therefore, the importance of science and technology inshaping the present reality and future. What is at issue is, rather, the objectives, funding,evaluation mechanisms and control, and in general, on decisions affecting the direction and governance of techno-scientific activity.

The idea of a basic science motivated by purely epistemic values, a technology whose development has on the effectiveness and efficiency in their unique values, and asociety that receives and valued as a good scientific knowledge and technological devices, is part of traditional set of images that do not fit at all to the realities. This so-called linear relationship between science (as a set of conceptual knowledge), technology (as a set of practices to all materials) and society (as the only scenariovaluation disputes) to settle the three links of a well-ordered chain, only is clear fromnaive interpretations and inattentive to the facts of reality.