Abstract
Making science was and always will be a continuous challenge; however teaching science is a step forth. A good example is astrobiology. Defined as the scientific study of biological processes on Earth and beyond, it connects research in chemistry, physics, biology, geology, astronomy and planetary sciences. This interconnected scientific network allows us to visualize a new approach of the life's nature and its origins and development on Earth and elsewhere in the universe. With these goals, we wish to look within the nature of life, observing a new paradigm in the construction of the scientific knowledge. Teaching astrobiology is not an easy task. There are several constrains, such as treating and integrating diverse areas of knowledge and teaching a science that embraces so many questions presently unanswered and on which students have so many doubts and wrong pre-instructional beliefs. Another obstacle is the rapidly spreading of Intelligent Design, the new incarnation of creationism, which considers astrobiology as a danger for its policies, dogmas and philosophy. However, the principal barrier for teaching astrobiology is, without doubt, the difficulty to integrate this science in the curricular domain.
