International researchers put to evidence a worrying decrease in science disciplines' role in many countries, especially in the European Community and a poor quality in scientific competences, as issues of TIMMS (trends in international mathematics and science study) and PISA (programme for international student assessment) have proved, together with a low interest concerning science knowledge of young people. According to our experience, the most important school-related factor in raising student achievement is the quality of the teacher. We investigated Italian pre-service teachers' scientific competences and their mind conceptions about teaching models/styles, students' learning, role of teacher and role of science in daily life. The aim of our research outlined in the present paper is to: (1) improve motivation, learning and pupils' attitudes in science education; (2) develop a critical thinking, stimulate intuition and creativity; and (3) increase scientific literacy in the community. We designed flexible materials, paths and courses within cooperation involving different institutions. The findings of this work concerning both pre-service and in-service teachers' training are: increased awareness about conceptual knots related to scientific concepts; more sensitiveness and attention to students' involvement; reflection about the effectiveness of daily school work-increased awareness about meta-cognition and cooperative learning. (Contains 1 figure.)