The Master students shared their difficulty in developing their own opinion and debating the many controversies faced by the agricultural sector. An educational module dedicated to the study of the use of glyphosate in agriculture was created to deal with these difficulties. It was based on a pluri-disciplinary and collaborative approach to acquire scientific knowledge and to debate. The students were asked to position themselves on a set of affirmations, at the beginning and at the end of the module. Now that this module has been used 4 times, the choices made will be discussed in regards to the achievement of the educational objectives set. The scientific data collected at group level allowed each student to position themself more easily on the various issues related to the controversy: the ability of positioning was 15% higher at the end of the module. The ability of the students to self-position changed greatly during the module with a globally strong agreement on environmental and health impacts of glyphosate. And there was a more balanced positioning on socio-economical affirmations. In addition, by studying a targeted controversy, it was possible to lead more general discussions on the link between science and society and to discuss desirable outcomes and ways to implement agroecological transition.