We live in a changing and complex society that promotes materialism and self-centered individuals. Nevertheless, critical situations, such as the greenhouse effect, claim for a fully understanding of citizenship and demand all individuals aware of their civic responsibilities and also acting accordingly in an informed and reasonable way. The schools when based on a Science-Technology-Society-Environment approach are the privileged vehicle to involve pupils in decision making processes about environmental and social issues while learning to be and act as a citizen.

Thus, can a learning community, provided by Web 2.0, engage students in problem-solving strategies and decision making on issues of energy resources?

Providing virtual community (VC), using the ning.com tool, students can solve problems on social-issues, such as renewable energy, as pathways to enable youngsters as well as their local communities to decide what to do or in what to believe regarding social and environmental issues. This strategy affords them to achieve a higher level of scientific literacy underlined by the UNESCO definition in its 2001 report - "The Training of Trainers Manual for Promoting Scientific Literacy for All and Technological":

The scientific literacy is usually taken to mean developing the ability to utilize science knowledge creatively in everyday life, to solve problems, make decisions and hence improve the quality of life. This is based on acquiring educational skills at the intellectual, attitudinal, societal and interdisciplinary (p.22).

Indeed, it is vital to allow the involvement of students and stakeholders in a VC. They will learn science and also, the social implications inherent to science and that science involves moral and ethical concepts. Bielaczyc and Collins (1999) go further by claiming that

There is every reason for a learning community including parents and members of society in general. With the addition of the computer networks that support it becomes possible to include scientists and other professionals, as well as students from around the world, in communities that attempt to understand and deal with issues and social and political ideas (p.4).

Furthermore, the Web 2.0 brought a new paradigm to www which allows an increasingly use within schools due to the friendly use characteristics of it. It potentiated the opening of school space, allowing its players to change from a passive stance - from first generation of the web – to active players in building their knowledge and allowing teachers to open the classroom and share collectively, decentralized authority in knowledge, with freedom to use and republish, giving the learning process a more dynamic nature (Alexander, 2006).

The use of blogs, forums and videos in a (VC), where students can participate synchronous or asynchronous, contributes for their learning by living the experience of a community (Illera & Luis, 2007). Despite the several definitions, the collaborative learning is the common aspect and can be a mean to develop critical thinking skills and scientific literacy, involving social agents and schools. 

Alexander, B. (2006). Web 2.0: A New Wave of Innovation for Teaching and Learning. Educause Review, 41(2), 32-44. Bielaczyc, K., & Collins, A. (1999). Learning communities in classrooms: Advancing knowledge for a lifetime. NASSP Bulletin, 83(60), 4-10. Illera, R., & Luis, J. (2007). Como as comunidades virtuais de prática e de aprendizagem podem transformar a nossa concepção de educação. Sísifo(3), 117-124. UNESCO. (2001). The Trainning of Trainers Manual For Promoting Scientific and Technological Literacy (STL) for All International Council of Associations for Science Education (ICASE). Bangkok, Thailand: UNESCO. Wilson, S. (1977). The use of ethnographic techniques in educational research. Review of Educational Research, 47(2), 245.