The importance that takes the scientific and technical expertise in policy decisions questions both the figure of the scientific and the citizen. How can we learn to participate in the political decision-making by mobilizing scientific expertise ? In this context the teachnig of science and technology is criticized because it deals more wit "science made" (scientific facts) than science in "action" (a social construction of facts). The aim of this work is to investigate some conditions for integrating science "in action" in the actual practice of teaching, focusing on how two physics teachers teach energy, which is a stabilized content knowledege and climate change, which is a sociocontroversial issue.This analysis is structured around the Joint Action Theory in Didactic (JATD), supplemented by a communicative approach and an analysis of the 'language games".
