In this book, we present the results of an investigation in which we discuss what becomes a critical citizen within the Science, Technology and Society (STS) axis in union with the History and Philosophy of Science (HFC). The HFC in conjunction with CTS can contribute to promoting interdisciplinary and reflective teaching in science in school environments. It is essential to train students who have the cognitive skills necessary to make them active agents in society. It is therefore essential to discuss how scientific knowledge is constructed in order to address current issues in society, such as the consequences of human interference in nature.