Scientific dissemination texts in chemistry education: an analysis of use by pre-service teachersABSTRACT:
Research in the field of science education highlights the potential of science dissemination texts (SDT) in teacher training. However, there is a scarcity of studies presenting results of SPT reading practices in the initial training of chemistry teachers. This qualitative, participant-type research aimed to analyze the readings mobilized and the discourses appropriated by undergraduate chemistry students when planning and teaching classes involving the use of SDT within the context of the ‘Chemistry Education Practice III” course, offered in the evening Chemistry Teaching degree at UFMS. The following data collection instruments were used: questionnaire, interview, lesson plans, recordings, and journals. Data analysis followed the French-originated discourse analysis approach. The results indicated a diversity of reading modes and discourses appropriated during the planning and execution of the lessons. We conclude that the use of SDT fosters and broadens new senses and meanings about teaching and learning chemistry in the training of future teachers.
Keywords:
Scientific dissemination texts; reading strategies; teacher education
RESUMO:
Pesquisas na área de ensino de ciências destacam o potencial dos textos de divulgação científica (TDC) na formação de professores. Contudo, observa-se a escassez de estudos que apresentem resultados de práticas de leitura de TDC na formação inicial de professores de química. Esta pesquisa qualitativa, do tipo participante, teve como objetivo analisar as leituras realizadas e os discursos apropriados por licenciandos em química ao planejarem, elaborarem e ministrarem aulas envolvendo o uso de TDC, no contexto da disciplina de Prática em Educação Química III, ofertada no curso noturno de Química Licenciatura da UFMS. Os instrumentos de coleta utilizados foram questionário, entrevista, planos de aula, gravações e diários. A análise dos dados seguiu a abordagem de origem francesa de análise de discurso. Os resultados indicaram diversidade de modos de leitura e de discursos apropriados durante o planejamento e a execução das aulas. Conclui-se que o uso de TDC favorece e amplia novos sentidos e significados sobre o ensinar e aprender química na formação de futuros professores
Palavras-chave:
de Divulgação Científica; estratégias de leitura; formação de professores
RESUMEN:
Las investigaciones en el campo de la enseñanza de las ciencias destacan el potencial de los textos de divulgación científica (TDC) en la formación del profesorado. Sin embargo, se observa una escasez de estudios que presenten resultados de prácticas de lectura de TDC en la formación inicial de profesores de química. Esta investigación cualitativa, de tipo participante, tuvo como objetivo analizar las lecturas movilizadas y los discursos apropiados por estudiantes de licenciatura en química al planificar e impartir clases que involucran el uso de TDC, en el contexto de la disciplina Práctica en Educación Química III, ofrecida en el curso nocturno de Licenciatura en Química de la UFMS. Se utilizaron como instrumentos de recolección: cuestionario, entrevista, planes de clase, grabaciones y diarios. El análisis de los datos siguió el enfoque de análisis del discurso de origen francés. Los resultados indicaron una diversidad de modos de lectura y de discursos apropiados durante la planificación y la ejecución de las clases. Se concluye que el uso de TDC favorece y amplía nuevos sentidos y significados sobre la enseñanza y el aprendizaje de la química en la formación de futuros profesores.
Palabras-clave:
Textos de divulgación científica; estrategias de lectura; formación del profesorado
INTRODUCTION
Scientific dissemination has been widely exploited as a research topic in the field of sciences (Salém; Kawamura; 1996; Martins. Nascimento. Abreu; 2004; Almeida; Zanotello; 2013; Laranjeiras; 2016; Gomes et al., 2021; Duarte; Calixto; Ferreira, 2022). Science dissemination texts are a means of spreading scientific information to the non-scientific community as a part of the science communication discourse (SCD). In this context, for Zamboni,
The scientist’s language undergoes a process of “simplification” to suit the “perceptual background of the listener” and facilitate understanding of the subject by the interlocutor (whether real or imaginary), who is portrayed as someone who knows or understands nothing — or very little — about that scientific topic (Zamboni, 2001, p.27).
Science communication texts are produced by science communicators (individuals who may or may not be scientists) and written in accessible language, aimed at a non-specialist audience. These texts have educational potential for chemistry instruction as they foster connections between scientific knowledge and its applications in science, technology, society, and everyday life (Santana, 2016; Correia & Sauerwein, 2017; Fioresi & Cunha, 2019; Wenzel & Colpo, 2019, Silva, 2020, Martins, 2021). Furthermore, the reading of popular science texts should be encouraged and valued in the context of initial teacher training in the natural sciences, since teachers, regardless of their field of expertise, should be readers and influencers of readers in the field of science.
SDT reading is a complex interactional process between author, text, and reader in which the production of meaning is influenced by diverse factors. Such interaction is not restricted to the written text and is deeply marked by life experiences, reading background, values, beliefs, intertextual relationships (with prior texts), and previous knowledge of the reader, in addition to how familiar the reader is with the texts and goals that guide the reading. From this discursive perspective, SDT reading must be understood as a matter of conditions, relationship modes, and meaning production.
In the classroom context, it is suggested that the mediation of SDT readings should be guided by reading strategies that, “as part of how language functions,” establish “relationships between how readers interpret texts and interact with one another” (Almeida e Silva, 27, p. 2/3). From this perspective, Solé (1998) highlights that such strategies promote interaction between the reader, author, and text, and are organized into three stages: pre-reading, during reading, and post-reading. Based on this premise, Correia and Sauerwein (2017) argue that pre-reading activities aim to motivate reading and, therefore, should allow the reader to make predictions, formulate hypotheses about the text, and establish connections with their prior knowledge on the subject. The activities proposed during reading should facilitate revisiting initial predictions, as well as verifying and organizing what is being understood in the text. Post-reading activities, in turn, should allow the reader to reassess their prior knowledge, distinguish between what they knew before and what they learned after reading and discussing the text, link the information in the text to the studied content, and synthesize their learning.
Associating the reading of SDT with pre-during-after activities fosters the engagement of readers throughout the processes of reading and discussion. In addition, these strategies guide conducting discussions by combining the information contained in the SDT with the disciplinary content addressed and the reading experiences of the subjects involved in given reading conditions and sociohistorical context.
Despite the potential of using SDT to teach science and develop reading-related skills, as well as those of writing and argumentation, only a few studies have reported on the results of research involving the use of SDT in elementary education (Colpo, 2021), in supervised internships (Correia, Sauerwein, 2017), and teacher professional development (Silva, 2020).
It is worth noting that the practice of reading SDTs in the classroom requires preparation, planning time, and creativity, given that the teacher must design teaching and learning objectives for the chosen SDT and, in certain cases, adapt it to the class’s learning profile. Hence, there are no ready-made solutions. Furthermore, in SDT reading activities, the type of reading employed and the type of discourse adopted by the teacher can influence the text-author-reader interaction and, therefore, the meanings and interpretations attributed by students at the moment of reading.
Given the above, this study aimed to analyze the types of reading and discourses adopted by the chemistry pre-service teachers when planning and teaching classes involving the use of SDT in the scope of the discipline Chemistry Education Practice 3, offered in the evening course of bachelor’s in chemistry of the UFMS. To this end, the students participated in a didactic intervention that encompassed activities on the types of discourse (scientific discourse and science communication), the use and functioning of SDT readings in chemistry classes, SDT mapping, and reading and debate about SDT associated with reading strategies.
Scientific dissemination text: from readings to discourses
SDTs derive from SDD and are written in accessible, straightforward language, often incorporating visual elements such as charts and illustrations that enrich the narrative and help clarify and make scientific concepts more understandable. In this regard, SDTs play a key role in popularizing and democratizing scientific knowledge, making it accessible to a non-specialist audience.
Furthermore, SDTs simplify complex contexts (Zamboni, 2001) by allowing readers to be interested in fields like chemistry, physics, biology, and environmental sciences. For such a purpose, these texts use analogies and everyday examples to foster the reader’s understanding and engagement.
By using analogies and everyday examples, the author of the SDT provides the reader with a polysemic reading that allows multiple meanings (Orlandi, 2008). In this context, for Orlandi (2003), “reading is the critical moment in the constitution of the text; it is the privileged moment of interaction, the moment when the participants identify themselves as such and, in doing so, set in motion the process of giving meaning to the text” (Orlandi, 2003, p.186).
When analyzing reading from a discursive perspective, it becomes clear that several factors influence the meanings constructed through the reading process. First, there is the meaning attributed by the author, in which the written text carries with it the author’s reading histories; however, discourse is dynamic, such that the meanings attributed to each reading vary depending on the reader and their historical moment (Orlandi, 2008). Thus, “there are relationships of meaning that are established between what a text says and what it does not say but could say.” (Orlandi, 2008, p.11).
The reader’s reading history also influences the meanings they attribute to a text, since each individual’s historical, social, and cultural contexts help shape the text's meaning during the reading process (Orlandi, 2008). Thus, the meaning of the text may vary from reader to reader, depending on each person’s experiences, the conditions of production, and their socio-historical context, for, according to Orlandi (2008, p. 86), “every reading has its own history”.
Multiple readings imply that the same text, when read by the same individual more than once, may take on different meanings each time, just as a single text may be interpreted differently by various readers. Thus, some texts mobilize a type of reading called paraphrastic, which “is characterized by the recognition (reproduction) of the meaning intended by the author,” while others are open to the possibility of a polysemic reading, which “is defined by the attribution of multiple meanings to the text.” (Orlandi, 2003, p.187).
Polysemic reading occurs due to meaning displacement that is allowed by the meaning not being contained in the text, therefore enabling different interpretations by different readers (Orlandi, 1996). Thereby, Orlandi (2005) suggests that the production of diverse speeches (authoritarian, polemical, and playful) is given by combining paraphrase (production of a single meaning) and polysemy (possibility of multiple meanings).
Thus, authoritarian discourse is prone to paraphrasing, in which polysemy is restrained, the referent is excluded by the linguistic relationship that is established, and the speaker positions themselves as the sole agent, thereby also eliminating their relationship with the interlocutor. Meanwhile, in polemical discourse, polysemy is controlled, but the referent is contested by the interlocutors. The interlocutors, in turn, remain present in a tense relationship of dispute over meanings. Playful discourse, on the other hand, is one in which polysemy is open and the referent remains present as such. There, the interlocutors expose themselves entirely to the effects of this presence, without regulating their relationship with the meanings.
Geraldi (2006) makes a significant contribution to the relationship between text and reader by pointing out four types of reading that can be conducted by the reader for different purposes: information search, text analysis, pretext, and text fruition. Information search focuses on material data extraction, while text analysis seeks to deepen the thesis analysis, subject, and arguments present in the text. In turn, the pretext uses a text to produce another, whereas text fruition is the act of reading per se, reading simply for pleasure.
Given the above, understanding the characteristics, uses, and functions of SDT in chemistry education enables teachers to provide appropriate guidance so that students can grasp how the process of meaning-making is structured, thereby better developing the conditions for its production. Thus, teachers can create classroom conditions to encourage different types of reading and discourse based on the teaching and learning objectives designed for the SDT reading practice.
Scientific dissemination text and teacher training
To reach the full capacity of using SDT in the processes of teaching and learning science, it is indispensable that teacher training courses provide experiences grounded in the theoretical background of Science communication for the students to recognize the features, uses, and functionalities of SDTs when teaching science, as well as experiencing the processes of planning and teaching SDT-based classes. These are vital experiences for new SDT reading practice to have an actual effect on the classrooms of elementary education.
In this context, Nascimento (2008) investigated the reading of science texts by pre-service biology teachers in the course of their teaching internships, finding that the teachers’ reading backgrounds influenced their classroom practices in teaching science texts. From this perspective, the researcher analyzed how experience with SDT influenced the training process of the students, considering factors such as their reading backgrounds and how SDT was read in class. The author maintains that “SDT has the potential, in the initial training of critical teachers, to awaken them to an analysis of all social events, whether close to them or not” (Nascimento, 2008, 211), preparing them to face various scenarios beyond the school walls.
However, the use of SDT is not common in classes of natural sciences. Ferreira (2009) investigated the use of SDT in chemistry teaching by having pre-service teachers implement an SDT-based teaching project during their internship. The author found that in different moments, other activities, such as experimentation, occupied the space that should be given to the SDT. Considering that the pre-service teachers should choose the SDT, prepare and teach the class, the author observed that both their choices and how the SDT were used in the classes were significantly influenced by their reading background and the “lack of knowledge on the function of the SDT, their focus on introducing hands-on activities, the lack of search in the expert literature, and preparing the lesson plan based solely on their common sense and life experiences” (Ferreira, 2009, p. 159). Such a finding reinforces that learning about SDTs during early training will be part of these pre-service teachers’ reading background, thus influencing the development of their teaching identity.
In the context of physics teacher education, Correia (2016) investigated the discourses and readings of SDT associated with reading strategies during classes taught by pre-service teachers in supervised internships. In her findings, the researcher advocates for the didactic potential of SDT in the teaching and learning processes of scientific concepts, as well as in promoting the development of reading, writing, and argumentation skills. Furthermore, she reaffirms the contribution of SDT to the reframing of teaching and learning knowledge by teachers in training. Similarly, Wenzel and Colpo (2018) analyzed the use of SDT reading in a chemistry class taught by a student teacher during a supervised practicum and found that the potential of SDTs was only achieved through proper planning and guidance of the students. In this regard, the authors emphasize that “even from the very beginning of teacher training, there is a need for spaces that facilitate dialogue regarding the integration of reading as a teaching methodology.” (Wenzel; Colpo, 2018, p. 142).
In a recent study, Vilhalba and Correia (2025) investigated the perception of teachers in the field of chemistry and the motivations for reading by chemistry pre-service teachers of UFMS. The authors found that the students recognize the teacher’s social function and that it exceeds the limits of the discipline; however, their readings are predominantly restricted to texts that contribute directly to their training and learning of specific concepts in the field of chemistry required for evaluations. Furthermore, the research participants were not aware of the characteristics of the scientific dissemination and scientific discourses, claiming that they had no prior contact with SDT reading practices throughout the bachelor’s course. This scenario dialogues with the findings of Martins (2021), who sought to understand the potential of SDT in the view of chemistry pre-service teachers from PIBID, observing that SDT is not often considered and elaborated in initial training, nor the promotion of reading.
In analyzing the perceptions of chemistry education majors regarding the use of SDTs in the planning of teaching activities, Costa, Veneu, and Rocha (2025) found that gaps remain in initial teacher education concerning their use. The participating students, like those in the study by Vilhalba and Correia (2025), were unable to identify SDTs, confusing them with other materials, nor did they develop activities using SDTs during their training. The authors therefore recognized the importance of SDT after the training activity, highlighting that “the curriculum is not addressed in a more specific manner or with due attention in the training program.” Thus, although the discussion on the relevance of SDT in science education has been well-established for decades, recent research reports still find gaps in initial teacher training regarding the introduction of SDT and the preparation of future teachers to use this pedagogical tool in their teaching practice.
Despite their different contexts of teacher training (chemistry, physics, and biology), the abovementioned studies converge by revealing the contributions of SDT reading. The studies highlight the influence of teachers’ reading background and habits on how SDT is read, and discourses are adopted, as well as the implications of this process on building meanings regarding scientific knowledge by the actors involved in a given sociocultural and historical context. From this perspective, Orlandi (2008) argues that the historical, social, and cultural contexts of each influence their reading conditions and discourse choices. Therefore, we might infer that such a context has some impact on these actors’ reflections and decision-making.
Considering the above, the (self)acknowledgment of the teacher’s role as reader and reading instructor of and about science must be stimulated and appreciated throughout the undergraduate course (regardless of the area), starting from the implementation of teaching practices using SDT in curricular components.
Research methodology
This study employs a qualitative and naturalistic approach (Bogdan & Biklen, 1994) and is a participatory research study, which involves collaborative engagement between researchers and participants in the situation under investigation (Thiollent, 1986; Haguette, 2005). The study was approved by the Ethics and Research Committee (CEP) of UFMS, pursuant to Opinion No. 6,318,489.
To this end, an educational intervention consisting of ten classes was conducted on Thursdays from 6:30 p.m. to 10:30 p.m. as part of the course “Practical Training in Chemistry Education III,” offered in the Bachelor of Science in Chemistry program at the Federal University of Mato Grosso do Sul during the second semester of 2023, with the participation of 12 pre-service teachers.
Chart 1 shows the synthesis of the activities developed during the didactic intervention, in which the researchers sought to provide the pre-service teachers with new SDT reading experiences. The proposal was unfolded based on two levels: the role of the students — by actively participating in the SDT reading practices, associated with the strategies proposed by the researchers — and the role of future teachers, by taking responsibility for planning and teaching an SDT-based chemistry class.
In lesson 3, each student teacher mapped the randomly selected SDT and prepared a lesson plan based on the resulting map. The SDT mapping is a tool proposed by Vilhalba and Correia (2024) — inspired by the work of Fatareli et al. (2015) — and is structured into four categories of analysis: structure, general content, specific content, and problematization. This tool enables teachers to identify, select, and list the possibilities and potential of the SDT and, based on this analysis, plan SADT-based chemistry lessons, facilitated by classroom reading strategies (the authors, 2024). Table 2 contains the SDTs assigned to the pre-service teachers.
It is worth highlighting that the SDT were selected in advance by the authors upon performing the mapping and considering the topic and its link to chemistry contents for the 1st, 2nd, and 3rd years of high school, as contained in the reference curriculum of the state of Mato Grosso do Sul, in addition to the number of pages, since the mock class should be taught within 90 minutes. Chart 2 shows the SDTs assigned to the pre-service teachers.
For the SDT-based reading practice, the students were instructed to form pairs based on common interests, given the diversity of the class, which reflected both on the stage of the course — with students from the 4th to the 11th semesters from the bachelor’s degree program in chemistry — and age, encompassing between 20 and 57 years old.
In lesson 5, the researchers led a reading and discussion of the SDT titled “Everything You Know About Calories Is Wrong” (Dunn, 2013) based on reading strategies (pre-reading, during reading, and post-reading), so that participants could experience what it is like to take part in a chemistry class involving the use of SDT. At the same time, they observed a possible approach (not a single model to be followed) for how to design, conduct, and facilitate a lesson involving the use of SDTs. At the end of this class, the students were instructed to submit the final version of the lesson plan on the day of the simulated class. Thus, classes 6 through 9 were dedicated to the eight simulated classes using SDT by the students (two per session), all of which were recorded in audio and video by the researchers. At the end of the simulated lessons, the videos were made available individually so that each student teacher could watch their own lesson to write their lesson journal (a space for reflection and self-assessment of their own practice). In lesson 10, the pre-service teachers individually wrote their lesson journals and were interviewed by one of the researchers.
The lesson plans, classes taught, class journals, and interviews were analyzed based on the theoretical references of Geraldi and Orlandi. In this context, the analysis of the lesson plans allowed us to learn about the goals entailed in the SDT use and functions. In turn, the mock classes allowed us to understand which type(s) of SDT reading(s) - information search, text analysis, pretext, or text fruition - was or were preferred by the students, as well as the discourse(s) adopted (authoritarian, polemical, or playful) and the role(s) fulfilled by the SDT in the classroom. In turn, both the journal and interview represented a space for self-reflection regarding the SDT practice.
Results and discussion
In this section, Chart 3 presents the analysis of the predominant types of reading and discourse adopted by the students during the mock classes using SDT.
Rafael and Marina’s mock class
The teaching demonstration assigned to Rafael and Marina focused on chocolate. Rafael and Marina’s group conducted their teaching demonstration following the lesson plan, engaging in a dynamic, participatory, and interactive session with their classmates. During the pre-reading stage, the student teachers provided chocolates for their classmates to taste and led a discussion on issues related to chocolate consumption (composition, label analysis, and sensations evoked during tasting). Their classmates’ responses to the questions were listed and organized on the board. Once the discussion concluded, Rafael and Marina handed out copies of the SDT to their peers and instructed them to highlight unfamiliar terms and information related to the pre-reading discussions while reading. Finally, in the post-reading phase, when revisiting the pre-reading discussion, the group invited their peers to remove or add information listed on the board. Building on this dialogue, the group guided their peers to establish connections between the chemical compounds mentioned in the SDT and organic functions. The activities developed by the student teachers illustrate the interactive reading proposed by Colpo (2021), in which the teacher creates a space for dialogue so that students’ prior knowledge resonates with discussions of scientific concepts.
The analysis of their class shows that Rafael and Marina encouraged their colleagues to talk about their scientific and sociocultural knowledge and, from this dialogical interaction, exceeded the meanings proposed in the text, negotiated meanings, and both appreciate and recognize the multiple meanings attributed to the SDT and chemistry knowledge. This expansion of meanings can be attributed to what Orlandi (2008) defined as incompleteness, a key feature in the reading process that consists of the implicit and intertextuality: while the former deals with what is not written but is nonetheless meaningful, the latter concerns the relationship between meanings and other texts—whether existing, possible, or imaginary. This multiplicity of meanings could be explained by the fact that Rafael and Marina acted as mediators in the process of discursive reworking of the SDT. That is, the SDT expanded beyond its original scope to fit into the pedagogical context (Nascimento, 2008), making it the primary tool of the lesson rather than merely a supplementary reading. Thus, Rafael and Marina’s class revealed intertextuality through students' interactions and the sharing of their experiences as they verbalized connections to prior readings and those sparked during the chocolate tasting, as well as by linking them to the chemistry of sensations, citing the hormone dopamine. The teaching of the class enabled the pre-service teachers to experience multiple meanings through the SDT. Thus, the discourse tended toward the playful as a tendency toward open polysemy was observed.
In their journals, Marina and Rafael report how their colleagues’ knowledge was key to building multiple meanings between the SDT and chemistry, showing that the pre-service teachers’ discourse tended to polysemy, revealing a characteristic playful discourse (Orlandi, 2003), as shown below:
(...) active student participation in reading the text, in the discussion, and throughout the lesson; use of the text throughout the lesson, not merely as a guide for selecting the chemistry content to be covered; the “activity” of drawing the chocolate bar on the board, creating a “before and after” comparison of the text, showing what the students already knew about chocolate and then what new insights they gained from reading the SDT (...) (excerpt from Marina’s journal).
The student has a concrete role, allowing them to express their opinion and learn the content in a slightly more playful way; thus, it doesn’t become tedious, but rather interesting for the student’s learning (excerpt from Rafael’s journal).
The tendency toward playful discourse in Rafael and Marina’s class stems from their understanding of the SDT as a tool that generates multiple meanings. The student teachers conducted the activity by prioritizing the discussion of ideas expressed by the students, drawing on the meanings attributed to the text and its connections to previous reading experiences—a process that Orlandi defines as intertextuality. This approach aligns with the words of Vieira (2019, p.14), who highlights the existence of the “need for the undergraduate student (future teacher) to discuss and reflect on reading comprehension activities for the classroom and, above all, on how they can do so.” This process reinforces how reading experiences and prior educational backgrounds influence choices throughout the planning process and the actions carried out in the classroom under specific reading conditions within a historical context. Regarding the approach to SDT reading, a combination of reading for information and reading for context emerges. While the former is encouraged by asking participants to highlight known and unknown information and terms, the latter appears with the use of the SDT for the post-reading activity discussion. By encouraging these two types of reading during class, Rafael and Marina allow participants to explore information beyond the author's words in the SDT, creating their own meanings and interpretations based on the text, the discussion, and what was left unsaid. With this approach, Rafael and Marina took on the role of mediators of the readings and the connections between the SDT and chemistry knowledge. This approach was similarly noted by the study of Nascimento (2008), in which pre-service teachers acted as mediators to promote understanding of the texts and their connections to biological concepts.
In the interview, when asked about their experience planning and teaching the class using SDT, Rafael and Marina said it had been an enriching experience and that mapping the SDT had made it easier to prepare the lesson plan. They also stated that they would use SDT in their professional practice in the future. Regarding the use of SDT in class, both claimed that they felt confident using it, despite their fear that their peers would not participate. The students’ fears did not materialize, and, as shown in Nascimento’s (2008) study, they were pleasantly surprised by the students’ interaction and connection between SDT and related topics. Rafael and Marina report that through SDT,
You can capture their attention so they can understand what it is [...] that’s what’s easiest to work with so that students can learn (excerpt from Marina’s interview).
[...] the text really helped me; it took me way out of my comfort zone—preparing a lesson using a text like that and stimulating not only the students, but me as well (excerpt from Rafael’s interview).
In terms of how planning activities and mock lessons using SDT contribute to teacher training, Rafael and Marina explain that these activities opened up new possibilities for understanding and recognizing SDT as a resource with educational potential for lessons aimed at linking reading to chemistry instruction. In this regard, they state that:
I wouldn’t have used texts up until that lesson; after that lesson, I realized it’s possible to use texts that also allow us to engage students in the class. The students themselves might not be teaching, but they can make a presentation just as we did—talking and participating in the class more effectively, right? Not just sitting in a chair, writing, doing exercises [...] (excerpt from Marina’s interview).
As for reading, encouraging reading not just for the students, but for me too, because we have a lot of trouble with reading—with paper and taking notes, I lose focus easily—so it encouraged me first to feel more motivated to research scientific topics and bring them into the classroom (...) (excerpt from Rafael’s interview).
Thus, it is worth mentioning that these participants had not been exposed to SDT reading practices up to that point in their undergraduate program and, due to their lack of familiarity, seemed to have dismissed it as a resource that would be unthinkable to use in a chemistry class. However, it is clear that this was demystified over the course of the teaching sequence, as the participants began to perceive the potential of using SDT, both in terms of the potential connections between scientific knowledge and its applications in daily life, and in terms of recognizing the importance of reading and the essential relationship between text, author, and reader.
Eduardo’s mock class
The SDT assigned to Eduardo focuses on the saturation of fatty acids. However, Eduardo realized that the theme of the SDT should actually be the properties of organic compounds, which guided his choices and decisions during the planning and delivery of the lesson.
During the mock class, in the pre-reading phase, Eduardo briefly discussed terms related to trans fats by listing them on the blackboard. He then handed out copies of the SDT to his classmates and, without assigning any activities for the reading phase, began reading the text in sections, leading a discussion of each section with his classmates. At a certain point during the reading, Eduardo distributed food product labels, asking his classmates to examine the information in the nutrition facts panel and compare it with that provided in the SDT. Once this step was completed, Eduardo delivered a lecture on isomers.
The way Eduardo conducted the SDT reading—without exploiting the full potential of the text or its connections to organic chemistry—led to a predominantly authoritarian discourse in which the meaning attributed by Eduardo prevailed. The discussion of each excerpt from the text was stimulated and guided strictly by the meanings assigned to the text by Eduardo. Thus, it is clear that Eduardo positioned himself as the holder of knowledge, preventing interaction with others. This limited the polysemy to a tendency toward authoritarian discourse.
Eduardo reveals his intention to use the SDT for readings aimed at finding information and pretexts (Geraldi, 2006), since, while reading, the student dictated which information should be located in the text (perceived as a word search) and correlated with food labels, as a pretext for interspersing the reading of the excerpts with the presentation of chemistry content.
In his journal, Eduardo argues that the length of the SDT (three pages) compromised the presentation of the chemistry content and made it difficult to stay focused while reading, as he reports:
While reading the text—which was quite lengthy—I noticed that there were moments when I lost focus on the content, placing more emphasis on the interesting facts about the SDT and forgetting to apply the related chemistry concepts. I also found myself at a loss at times regarding which topics and interesting facts each section of the text was addressing, due to the large amount of information in each section I read.
(...) During class, it became clear that even though it was divided into four parts, the text was extensive, which made it difficult for both the students and me (the teacher) to retain information during the reading itself, which was done section by section, as well as during the explanations (excerpt from Eduardo’s journal).
Analysis of Eduardo’s perception of losing focus on the content reveals what Terrazzan and Gabana (2003) describe as insecurity when opening up to new experiences. In this context, resistance to the use of SDT—a resource that introduces a variety of information—leads the student to seek the comfort zone of the traditional expository model in an attempt to ensure information retention.
In other passages of the journal, Eduardo reveals a preference for authoritarian discourse by suggesting that selecting excerpts from the SDT — which he classified as the most relevant — would lead to a more productive class, that is, by restricting and conditioning the reading to the meanings he assigned to it. We may infer that Eduardo's tendency toward authoritarian discourse was already evident in his lesson planning, specifically in his decision to make cuts to the SDT. This measure sought to ensure a single interpretation of the text, restricting it to the meanings previously assigned by the pre-service teacher. Eduardo’s decisions were externalized in his journal as he reflected on possible changes he would make to his class and reaffirmed points that keep polysemy in check:
A more dynamic reading approach, combined with my prior identification of the relevant themes in each section of the text, would be one way to address this issue in a future class covering this and other topics using the SDT.
(...) This would involve having students read the entire text and, after reading, highlighting key information from excerpts in each of the pre-identified sections of the text, noting each one down with the students(...). This would make the reading more dynamic and lessen the mental burden on students when retaining information from such a long text, in addition to maximizing class time (excerpt from Eduardo’s journal).
An authoritarian discourse is commonly used to achieve the teaching and learning objectives set by the teacher. However, this approach can constrain and intimidate students, as they become conditioned to a narrow reading of text excerpts selected by the teacher and/or silenced for recognizing meanings other than those authorized by the teacher.
In the interview, Eduardo reaffirmed the difficulties of working with an extensive structural formula, as well as the difficulty of representing the structures of organic compounds in isomeric form on a flat surface, such as a blackboard. It is worth noting that, during the class, Eduardo emphasized the representation of complex molecules not covered in high school, such as limonene enantiomers and the cis and trans isomers of fatty acids. Although isomers are covered in the SDT, the choice of molecules studied during the class diverged from the reality of high school education, introducing unnecessary complexity at that moment.
Paola’s mock class
The SDT assigned to Paola introduces the topic of cheese ripening through mold, allowing for an exploratory study of organic functions and their relationship to the organoleptic characteristic — the aroma of cheese. In the lesson plan, Paola included the teaching objective of introducing organic reactions and functions; however, in the mock class, the focus shifted to chemical bonds and the separation of mixtures. Regarding the teaching methodology, the student teacher describes that during the pre-reading phase, she would facilitate a discussion on issues related to the text; during the reading phase, she would ask students to note the connections between the text and chemistry; finally, in the post-reading phase, there would be a discussion of the activity proposed during the reading, followed by a lecture (with a slide presentation) on cheese-making processes and the separation of mixtures.
During the pre-reading phase of the mock lesson, Paola projected the title of the SDT onto the whiteboard and asked her classmates to share their opinions on what the text might be about. After a brief discussion, the pre-service teacher handed out copies of the text to her classmates (without carrying out the pre-reading activity proposed in the lesson plan). During the reading phase, Paola asked her classmates to volunteer to read the SDT aloud, section by section. It is worth noting that the text contains names of cheeses and some complex, difficult-to-pronounce words, causing some discomfort and even distraction among the students. The proposal for collective reading could signal Paola’s intention to assume the role of mediator. However, conducting the activity without the required adjustments to the student teacher’s approach — especially in light of the discomfort caused by the students’ distractions — ultimately limited student participation and the attribution of meaning. This finding corroborates Nascimento’s (2008) perspective, in which the student teacher’s mode of reading the SDT influences the types of reading performed by the students. Once the group reading was finished, Paola asked her classmates to share the familiar words related to chemistry content that they had identified in the SDT; however, there was no significant interaction from her classmates. The pre-service teacher then diverged from the lesson plan and led the lecture by presenting the teaching and learning objectives, before briefly discussing organ functions, separation processes for mixtures, and nutritional values.
An analysis of the class taught by Paola reveals a lack of preparation, as she did not follow the lesson plan, and a lack of mastery of the subject matter. Furthermore, it became clear that the use of SDT was limited to information retrieval (Geraldi, 2006) or merely “word hunting” for unfamiliar terms, resulting in a disconnect and a lack of depth between the chemistry content and the SDT. Thus, we can infer that the type of reading focused on information retrieval was encouraged in Paola’s class (Geraldi, 2006). Paola, like Eduardo, restricted the reading and discussion of the SDT to the meanings and interpretations she assigned to it.
In her journal and in the interview, Paola acknowledges that she used the SDT to “select the chemistry content covered in class,” and also suggests that she did not fully exploit the potential of the SDT:
The original idea was to work with the full text during class, but this approach needs to be supplemented with the questions listed above. However, it provided guidance for selecting the chemistry content covered in class (excerpt from Paola’s journal).
I liked it, but I think—and I really agree with this—that we should work on just one text in one class and cover chemistry content in another class because it’s too much for a single day (excerpt from Paola’s interview).
An analysis of Paola’s class, her demeanor, and her entries in the journal and interview reveals the pre-service teacher’s lack of preparation, which may have been the source of her insecurity. According to Terrazzan and Gabana (2003), such insecurity arises from the teacher’s lack of mastery over various subjects, a behavior that is heightened in their first contact with the SDT. This perspective reinforces the importance of formative experiences involving the SDT, which, according to Colpo (2021), are crucial for teachers to create conditions that allow them to unlock the full potential of the text in the classroom.
Thus, it is worth noting that insecurity is a feeling that is present throughout one’s professional career, meaning that it is vital to learn how to manage and overcome it. In this regard, teachers must explore areas beyond their comfort zone, since the practice of teaching should not be limited to mastery of scientific content, at the risk of neglecting its essential relationship with daily life, technology, society, and culture.
It is evident that the lack of openness to dialogic interaction aimed at the collective construction of knowledge seen in Paola's class significantly hindered the construction of meaning through the text-reader-author interaction, thereby silencing the multiple interpretations and connections between the SDT and knowledge of chemistry. Paola’s insecure stance, as previously reflected, embodies the pedagogical conception that “the teacher is seen as the holder of knowledge, and the student as a mere recipient” (Terrazzan; Gabana, 2003, p. 3). Like Eduardo, Paola positioned herself as the sole agent, thereby eliminating the relationship with the interlocutor; thus, as polysemy was suppressed, the discourse tended toward authoritarianism.
Mônica’s mock class
The SDT assigned to Mônica focuses on the theme of plastic. Mônica’s lesson plan includes a pre-reading activity in which students were asked to observe several objects arranged on the table (a hula hoop, a toy pig, a plastic bottle, and a miniature plastic jar), point out similarities among them, and add other objects that illustrated this connection. During the reading, students were instructed to highlight passages of interest and note connections between the text and chemistry. As post-reading activities, Mônica proposed leading a discussion about the curiosities and connections between the SDT and chemistry content. Finally, there would be a presentation of the physical-chemical properties involved in the polymerization reaction and a representation of the chemical reactions mentioned in the SDT using a digital simulator.
In the mock lesson, Mônica began the pre-reading stage as outlined in the lesson plan, placing objects on the table that represented “a radar, a hula hoop, and playful little pigs” and inviting her classmates to point out similarities among them and add other objects that illustrated this connection. All the objects Monica brought were pink, so even after being instructed to look for similarities beyond color, the students continued to include pink objects.
Given that “the participants in the communicative act are constituted through words, gestures, and silence” (Nascimento, 2008), it was clear that the unexpected and inappropriate behavior of her classmates apparently unsettled Mônica, who reacted by changing her approach and deviating from her original plan. Thus, the pre-reading activity was not completed; in turn, during the reading stage, the student teacher merely handed out copies of the SDTs to her classmates and asked them to read individually and silently. This transition was marked by the replacement of a dialogic class with an expository one, reflecting a behavior described by Ferreira (2012). This approach is based on the individual’s perception of what it means to be a teacher, drawing on their prior experiences as a student. This familiarity is the source of problems in teacher training and is what the author refers to as false confidence. In this scenario, we can infer that the pre-service teacher chose to return to the traditional teaching model, which provided her with predictability and the assurance of control over the process. Once this stage was finished, Mônica did not carry out the planned post-reading activity and began the lecture-style class, using a blackboard and chalk, a slide presentation, and a PHET simulation to represent the polymerization reaction mentioned in the SDT. At this point in the class, Mônica interacted with her colleagues, encouraging them to express the meanings they attributed to the SDT and the polymer topic.
It is worth highlighting that when planning the lesson, Mônica anticipated that her classmates’ interaction and participation throughout the class would tend toward a playful discourse. However, because she did not know how to handle the unexpected during the pre-reading stage, she became unsettled, and her discourse took on a polemical tone. In this type of discourse, there is a tense balance between the meanings attributed by the speaker and the listener, which was observed in Mônica’s lecture-style class, wherein this balance was maintained between the meanings brought by Mônica and those attributed by her classmates. In her class journal, Mônica reports that she did not strictly follow the plan and considers that:
The class remained interactive, both because of the resources used and the questions posed during the lesson (questions that drew on the text, previous lessons, and/or the students’ prior knowledge—whether everyday or scientific) (excerpt from Mônica’s journal).
By concluding this stage of the reading without discussing with her classmates the meanings they ascribe to the SDT, and moving immediately on to explain the reactions of polymerization, Mônica keeps the polysemy in check and avoids a tendency toward polemical discourse. This perspective reinforces Ferreira’s (2012, p. 170) observation that “presenting the lesson objectives already constitutes a shift in meaning” and, in doing so, limits the interpretation and meanings that others may attribute to the SDT. Thus, Mônica’s class exemplifies the so-called “imaginary formation” of her target audience, defined by Nascimento (2008) as the preconceived image the teacher holds of their students, guiding lesson planning according to this projection. Although Mônica proposed pre-, during, and post-reading activities that stimulated the multiplicity of meanings attributed to the SDT and playful discourse, the initial clash with the students led her to change her approach, choosing controlled polysemy and a tendency toward polemical discourse.
The predominant type of reading was information-seeking (Geraldi, 2006), as the text was used to establish correlations between the various objects. Had Mônica followed the proposed plan, reading, text analysis, and study of the text would have been possible.
In her class journal, Mônica noted that she should have followed the lesson plan and that the lack of “a more lively and firm tone (...) directly affects the audience’s attention”; however, she did not specify what threw her off balance, merely attributing the consequences of the lesson not going as planned to herself. In the interview, the pre-service teacher was asked what motivated her not to follow the lesson plan, to which she replied that she had noticed her classmates’ lack of interest, their sarcastic remarks, and their use of cell phones, which unsettled her to the point of adopting a more introspective approach in the first part of the class. Gradually, she recovered and began to interact with her classmates during the lecture portion of the class. She also reported that she had already experienced a similar situation during her supervised internship, acknowledging that she needs to better manage her emotions, as she understands that her actions in the classroom should not be influenced by the students’ behavior. Furthermore, the student emphasized that the teacher’s disposition and motivation can influence student participation in class. Thus, based on this account, we can infer that there are variables that affect the type of discourse that teachers will adopt in their practice, making reflection fundamental for teachers’ self-awareness.
When questioned about the use of the SDT, the participant reported
I’d already seen other things, and I have some videos online, but they’re all in English, so I thought, “Man, these are such great resources, but they’re all in English.” And then the text—these are great resources that you can actually use (excerpt from an interview with Mônica).
In terms of how this experience influenced her training, Mônica highlights it as a positive experience, since, for her,
What had been somewhat abstract became more tangible. I had prepared a lesson plan, for example, but the formal lesson plan—just like the teacher’s—had already been created; it just hadn’t been taught yet, so it remained a task that simply needed to be done. And so, the idea that a lesson plan could have such a significant impact on teaching wasn’t entirely clear to me at first, but it became clear through experience (excerpt from Mônica’s interview).
An analysis of Mônica’s class reveals that SDT appears to be a promising resource; however, for its full potential to be achieved, proper planning and the ability to adapt to unforeseen circumstances in the classroom are necessary. Thus, it can be said that pre-service teachers need to be prepared to make decisions when faced with obstacles in the classroom involving the use of SDT. Just as the choice of text and planning require preparation, their implementation in the classroom transcends the conceptual domain. As a mediator, the teacher must foster multiple meanings, adopting an approach that may be surprised — positively or negatively — by students’ resistance and/or lack of interest in the reading practice and/or the topic addressed. Mônica’s class highlighted the need for training that prepares teachers to face the challenges of the classroom’s continuous transformation, making it a space for meaningful and collaborative learning.
Helena’s mock class
The SDT assigned to Helena focuses on the risks of mixing chemicals in a social context. Helena’s mock lesson followed the proposed lesson plan and was conducted as a dynamic and interactive session with her classmates. During the pre-reading stage, Helena focused on content-based teaching and explained concepts of thermal energy, heat, enthalpy, and chemical reactions, followed by a discussion on the importance of reading cleaning product labels and the imminent risks associated with the well-known “product mixtures.” Thus, the pre-service teacher led a discussion on food sanitation procedures related to the other participants’ experiences, asking them whether combining different products would enhance cleaning efficiency or not; these discussions prompted the reading of the text. Helena’s approach is consistent with the “false sense of security” described by Ferreira (2012). By relying on the traditional teaching model, the student limited the students’ potential interpretations of the SDT, subjecting the construction of meaning strictly to her own pedagogical intent. She handed out copies of the SDT and instructed her classmates to highlight passages in the text that mentioned chemical reactions involving cleaning products while reading. After the reading, she resumed the activities proposed in the pre-reading and during-reading stages as a means of bringing out the multiple meanings her students attributed to the SDT and, building on that premise, collaboratively constructing new knowledge linking the SDT and thermochemistry. Finally, she used the Kahoot! game to assess learning on the topics covered.
An analysis of Helena’s class suggests that, although she encouraged her colleagues’ participation at various points, the lesson was aimed at a specific objective, corroborating Nascimento’s (2008) view that the functioning of the text is determined by the nature of the mediations and the teacher’s critical perspective. In this case, the multiplicity of interpretations expressed by the students was valued; however, the discussions shifted toward emphasizing the intonation of the voices that sparked and fostered the connection between thermochemistry content and the SDT. That said, Helena conditioned the reading of the SDT on the search for information (highlighting chemical reactions mentioned in the SDT), characterizing it as a reading that adheres to the objectivity of the word (Geraldi, 2006). In this sense, Helena’s class reveals the contained polysemy and predominance of polemical discourse, since space was opened up for the students, albeit moderated by the teacher-in-training’s pedagogical intent. The mediating stance adopted by Helena was also observed in teacher candidates in Nascimento’s (2008) study, who “managed to achieve the highest possible level of awareness by taking upon themselves the responsibility for student education beyond a content-focused approach” ( p. 211).
By opening the class with thermochemistry introductory content, Helena restricted the possibility of the participants showing their knowledge on the subject, in addition to refraining from bringing up the topic of the SDT as a reason to raise her colleagues’ opinions. Helena saw it as a negative aspect, according to what she reported in her journal:
Something that bothered me was the beginning of the class, when I tried to review certain concepts, but realized it was unnecessary. I consider this a negative aspect of the class; I could have gone straight to the questions, which were the most interesting part, since I was able to bring up situations from the students’ daily lives, and it was clear that their interest was sparked (excerpt from Helena’s class journal).
During her interview, when questioned about her experience teaching a chemistry class using SDT, Helena described it as challenging and enriching, in addition to showing enthusiasm when comparing her progress against the class taught on the same topic, but without the SDT, during her supervised internship, as follows:
It was challenging—we know people don’t really like to read (...) so I thought it would be really hard, but I liked the text so much, I loved that text so much; it was material I’d covered in the first stage of my internship (...) and if I’d had that text, my class would have improved a lot, you know? Not jumping right into the reactions and all that. So I think the text managed to spark more interest, you know? In that subject. If I had used that text when I taught it, I’m sure I would have improved my class a lot (excerpt from Helena’s interview).
Helena reveals that this experience led her to reflect on her own reading habits:
I realized I need to read more; I think that helped me see how fragile this is, you know? Because I’m not used to it at all, you know? Like, I don’t have time, but I saw that it really is important, because there were even some words I’d have to look up right then when speaking, right? Like, you see it, and you understand it, but when it came time to say it out loud, sometimes the words wouldn’t come out. I realized that this is really important. So I need to get back into the habit of reading and bring all of this into my classes, which I thought was a lot of fun (excerpt from Helena’s interview).
Helena’s reflection on her limited reading habits corroborates the findings of the study by Vilhalba and Correia (2025), revealing that “teacher candidates are motivated to read primarily by their academic obligations; they focus mainly on training in the specific field of chemistry, prioritizing readings aimed at seeking information and fulfilling requirements” (p. 256). Furthermore, the impacts observed in Helena’s class reinforce Colpo’s (2021) argument that reading is a specific teaching skill that must be encouraged and developed during initial teacher training. Thus, it must first be learned to be later taught to future students. Also in the interview, Helena states that she would use SDT in future classes and praises its didactic potential for promoting the understanding of complex and abstract concepts related to the study of thermochemistry. Thus, we may infer that the participation of the pre-service teacher in this research provided what Colpo (2021) defines as a formative experience, which is key for future teachers to recognize the potential of reading SDT in chemistry classes.
Dante and Thomas’ mock class
The SDT assigned to Dante and Thomas addresses the topic of metal corrosion, introducing redox reactions and electrochemistry as potential topics for discussion. In the lesson plan, during the pre-reading stage, the pre-service teachers would begin the class by presenting the first paragraph of the SDT, which includes the author’s reflection upon observing holes in the plastic wrap covering a lasagna in the refrigerator, seeking to explain the chemical cause of corrosion. During the pre-reading stage, their colleagues would be instructed to highlight parts of the text that caught their attention. Finally, in the post-reading stage, the student teachers sought to explore the SDT theme using photos of the experiment involving “corrosion of the plastic wrap,” which they had previously conducted and documented.
In their mock class, Dante and Thomas carried out the first part of the pre-reading stage, refraining from questioning the SDT author’s reflection on the “holes in the laminated paper” and/or encouraging the exploration of possible meanings and interpretations for the observed phenomenon. At this stage, the pre-service teachers decided to have a brief and concise discussion, leaving room for a broader and more in-depth discussion. While reading, they focused on gathering information and analyzing the text by identifying and highlighting relevant details, as well as commenting on and taking a stance regarding the author’s arguments throughout the SDT, thereby fostering the expansion of meanings and intertextuality. Dante and Thomas’s approach, in encouraging different types of reading, resembles the findings of Nascimento’s study (2008). In both cases, the students conducted the class by mediating in a way that valued distinct modes of reading and allowed for the connection of concepts with aspects of everyday life. Furthermore, this dialogic approach by Dante and Thomas, in which they articulate their stance regarding the theses proposed by the SDT author, exemplifies Colpo’s (2021, p. 52) understanding that “dialogues and reading practices constitute specific pedagogical knowledge,” such that prioritizing dialogue will facilitate the realization of the SDT’s full potential. This scenario corroborates Orlandi (2008) in highlighting that the production.
To a certain extent, the new approach implemented during the pre-reading phase had a positive impact on the post-reading phase, as detailed below, fostering interaction with peers and the sharing of prior experiences. In this regard, everyone reported having already performed the same procedure described in the SDT — cooling the lasagna —, yet they appeared perplexed and astonished upon recognizing themselves as chemists and realizing they had not considered the chemistry of corrosion involved in the situation depicted in the text, which is present in many people’s lives. This reflection by the students suggests the presence of intertextuality, which, according to Orlandi (2008), is the relationship between the reading of the SDT and the student’s prior readings. The post-reading phase proceeded as planned, with the teachers consistently encouraging their students’ active participation. It is worth noting that for Dante and Thomas, the situation portrayed in the SDT was so striking and unthinkable (previously for them) that they felt provoked and encouraged to reproduce the experiment and photograph it, using the opportunity to spark debate during the post-reading discussion. Thomas's statement highlights the students' fascination with the SDT and the outcome of the class:
Since I really enjoyed the text, I think I’d use it in a future class. It shares some interesting facts about an element that’s so constant in our lives yet almost no one knows about, and ties all of that to chemistry. The experiment was really fun to do, and maybe I can do it with the class next time and track the results daily (excerpt from Thomas’s diary).
Thus, the student teachers assigned a central role to the SDT as a “link” between everyday life and chemistry concepts, so that the presentation of the experiment served to complement and bring to life what was discussed in the text. The central role assumed by the SDT in the demonstration of the experiment conducted in Dante and Thomas’s class was a positive surprise, the result of proper planning. The pre-service teachers managed to enhance the connections between the photos of the experiment and the TDICs used, not limiting themselves to the experiment itself, but using it as a stimulus for discussions involving the historical-social context and the multiplicity of meanings. This result contrasts with the findings of Ferreira (2012), according to whom a large portion of the trainees used the experiment in their classes, leaving the SDT in the background. Unlike this scenario, Dante and Thomas used the photographic records of the experiment to foster debate about the SDT.
Such intent was reported by Dante in his journal:
The source text was used to prompt students to ask questions about the reading and, naturally, to introduce chemical concepts as these questions arose, enabling students to learn chemical concepts in a lighthearted and engaging manner. The preparation of the lesson materials was planned, even before the lesson plan was drafted, including the experiment used, which underwent two tests before yielding a satisfactory result on the third attempt. (excerpt from Dante’s journal).
Thus, although the activities chosen for the SDTs took different approaches in Dante and Thomas’s classes, as well as in Rafael and Marina’s, all teachers acted as mediators, demonstrating an understanding that “the teacher’s mediation in the classroom is essential, since that text was not originally written for use in the classroom” (Nascimento, 2008, p. 210). Thus, in Dante and Thomas's class, knowledge construction occurred collectively by broadening the multiplicity of meanings and interpretations attributed to the connections between the SDT and chemistry, with a tendency toward open polysemy and a predominance of playful discourse.
Erick and Henrique’s mock class
The SDT assigned to Erick and Henrique focuses on the theme of luminescence, allowing for atomic theories and electronic transitions to be addressed. In their lesson plan, the pre-service teachers identified this theme and incorporated it into their lesson, the SDT (selected by them) titled “Inside the Atom”, taken from the book “A Brief History of Science”. Their decision to seek a text different from the one provided by the researchers emerged during the mapping of the original SDT. In their view, the new text would simplify and complement the information contained in the SDTs, as reported by Henrique in his interview:
We found the content of the text a bit difficult. We initially mapped it out, and when we did that, we thought about extracting some information, but then we started changing things as we looked at other contexts. However, the text was written in a way that we found a little complicated (excerpt from Henrique’s interview).
The pre-service teachers’ decision reinforces the issue of “imaginary training” discussed in Nascimento’s study (2008, p. 171), who found evidence that “what the pre-service teachers considered superfluous or too ‘complicated’ was, therefore, omitted” (p. 171). However, unlike Mônica, who planned the lesson using the SDT and was influenced by the students’ behavior during the lesson, Erick and Henrique anticipated potential difficulties for the students that the researchers did not observe. By anticipating these issues, they restricted the meanings attributed to the SDT; thus, the supplementary text served as a glossary of chemical concepts outlined in the original SDT.
The class proceeded according to the lesson plan; during the pre-reading activity, Erick and Henrique led a discussion on what an atom is and how it is present in everyday life. Next, they asked each student to represent their understanding of the atomic model and concluded by introducing the relationship between energy, atoms, and colors. During the reading activity, they asked the students to read both texts, highlight relevant points, and answer the questions raised during the pre-reading. In the post-reading activity, the questions were revisited and discussed, followed by instructions for the students to propose a reformulation of the atomic model representation (requested in the pre-reading), based on the knowledge learned in this class.
Moving on, Erick and Henrique delivered a lecture on atomic models. However, the student teachers did not exploit the potential of the SDT, nor did they explore possible connections with chemistry. By linking the lesson to the reading of another SDT, the reading portion became tedious, suggesting that the SDT was treated merely as supplementary material and that the central focus remained the lecture. This scenario was made explicit in Erick’s class journal: “The SDT was used as the guide for the class” (excerpt from Erick’s journal). Reading the SDT was limited to information gathering, and as a reading exercise, since during the activity, students were instructed to locate the concepts described in the SDT. This information was collected by the instructors during the discussions in the lecture. The approach adopted by Erick and Henrique was also observed among the student teachers participating in Nascimento’s (2008) study. In that research, the potential of the SDTs was not fully explored due to the pre-service teachers’ choices regarding how the text would be handled, limiting it to a guide without any critical analysis. Thus, the author’s reflection that “there was no investment in critical reading that could have been encouraged by the pre-service teachers” (Nascimento, p. 173) also applies to the reality observed in this simulated lesson. This is because, although the purely verbal exposition was overcome during the activity, the potential of the SDT was not fully explored. Furthermore, Erick and Henrique indicate that the SDT they chose complemented the conceptual explanation, which was not evident (in their view) in the SDT assigned to them by the teachers. Thus, Correia (2016) is corroborated in arguing that it is not the function of the SDT to present explanations of scientific concepts. This occurs in the classroom through the negotiation and construction of meanings among the subjects involved in the dialogic interaction.
Upon analyzing the class taught by Erick and Henrique, it becomes clear that during the pre-reading phase, they chose to begin with a conceptual discussion of “what an atom is” and “how it relates to energy,” which made the students uncomfortable; they resorted to silence out of fear of making a mistake. In other words, the decision to begin the class with conceptual questions, disregarding the problem-based approach rooted in the SDT theme and/or potential connections to the students’ prior knowledge, ultimately limited participation and interaction. This initial intimidation was overcome by Erick and Henrique in the subsequent moments of the class, when interaction and the exchange of ideas were encouraged, albeit guided by a single direction predetermined by them during the discussions.
When reflecting on the class, Erick and Henrique acknowledge that the questions in the prereading caused their colleagues some embarrassment and point out that, should another opportunity arise, they would conduct the class differently:
After the lesson was over, we had the opportunity to see how the class had gone from the students’ perspective. We noticed that the discomfort caused by the initial questions disrupted the flow of the class, leading to looks of astonishment even in response to basic and simple questions. Immediately after the class experience and review of the points presented, we would change the way the class begins by showing images from films and scenes related to the topic presented; The goal of this would be to ease the tension in the class caused by the theoretical questions and introduce something lighter and more engaging that would spark interest and create opportunities for relaxed conversation, thereby introducing the proposed topic and suggested text (an excerpt from Henrique’s diary).
Although the class had good engagement and flow, there were some mistakes. Therefore, in the next class, I would prepare examples of real-life applications in advance to capture the students’ attention, introduce the text, and then pose some questions to liven up the class. Thus, I can say that the SDT classroom tool is very helpful for chemistry classes and curriculum units, and I would use it in other classes, starting with the content and seeking texts to incorporate into the lesson (excerpt from Erick’s diary).
Helena's class also followed the approach of beginning with an introduction to chemistry concepts, followed by a discussion of the SDT. However, the starting point in Erick and Henrique’s class was to ask the students what an atom is. This direct inquiry into a complex concept caused more discomfort and resistance than the explanation of thermodynamic concepts (as in Helena’s class). In both classes, the pre-service teachers evolved from the role of knowledge holders to that of mediators, stimulating student participation in a tense balance between the meanings attributed by them, in their role as teachers, and by the students. Thus, we can infer that the predominant discourse in Erick and Henrique’s mock class is polemical, with a tendency toward restrained polysemy.
When asked how the experience of working with SDT contributed to their professional development, Erick reported that it changed the way he planned his lessons, prompting him to think more carefully about how he would prepare them. He began by contextualizing the subject matter in a way that would engage the students, and reported that he was already implementing these changes in his classes during his teaching internship. Henrique, on the other hand, mentioned that it helped him structure his lessons in a way that brought the content closer to the students, and, like Erick, he applied these insights beyond the subject in which this research was conducted, incorporating them into his classes during his mandatory teaching internship.
Jade and Aurora’s mock class
The SDT assigned to Jade and Aurora addresses the topic of acid-base indicators found in everyday life. In the lesson plan, as pre-reading activities, the students proposed a discussion based on questions related to pH indicators. During the reading, their classmates were to read the SDT and highlight key passages. After the reading, the pre-service teachers would revisit the questions posed in the pre-reading, followed by a lecture on acid-base concepts and indicators. Finally, they would conduct a demonstrative experimental activity involving the identification of materials and foods with acidic or basic properties found in everyday life, using the natural acid-base indicator derived from red cabbage extract.
In the mock class, Jade and Aurora chose to modify the lesson plan; they began the pre-reading by demonstrating the experiment described in the SDT, which involved adding lemon to tea, while simultaneously asking their classmates what might have caused the tea to change color. After raising this question, the pre-service students handed out copies of the text to their classmates, instructing them to highlight the key parts. During this pre-reading phase, no in-depth discussion took place as described in the lesson plan. During the post-reading phase, the student teachers asked their peers what they had highlighted in the text; however, when faced with a response that deviated from what should have been said or was permitted, Aurora stated, “No, everyone, the focus of our class is acid-base indicators, which I was already going to discuss” (excerpt from the class recording). The successive remarks made by the classmates did not align with the meanings attributed to the SDT by the graduate students; therefore, this part was restricted to their listening, without additional comments and/or mediation involving a necessary in-depth discussion. The reading of the SDT was limited to the search for information (Geraldi, 2006), and there was no further discussion of the text. This episode illustrates what Nascimento (2008) defines as the mediator’s difficulty in dealing with polysemy. By silencing the remarks that did not align with the meanings they had previously attributed to the text, the students operated under a mechanism of anticipation aimed at maintaining a hegemonic meaning.
Next, the student teachers delivered a lecture on the historical aspects of the concepts of acids and bases using a multimedia projector. Finally, using red cabbage extract as an indicator, Jade and Aurora experimented with the students to determine the acidic or basic nature of everyday materials and foods. However, the students only instructed their peers to observe the color change, without emphasizing that the colors indicating acidity or basicity would not be the same as those observed with the phenolphthalein indicator, even though they were using the same samples listed on the slides before the experiment began. Given that this was a high school-level class, this could certainly have confused the students. Furthermore, the pre-service student teachers failed to present any of the theories regarding acids and bases (Arrhenius, Brønsted-Lowry, or Lewis) to support the theoretical explanations and/or the experimentally obtained results. Jade and Aurora's class was found to be marked by polemical discourse and the polysemy contained therein.
It is worth noting that Jade and Aurora assigned a supporting role to the SDT through a lesson conducted in the traditional teaching style; furthermore, the experiment took on a central role, marking the moment of greatest student engagement. Their approach contrasts with that of Dante and Thomas, who also incorporated experimentation into their lesson but without overshadowing the central role of the SDT. Furthermore, this behavior can be linked to the findings of Ferreira’s (2012, p. 148) study, in which most pre-service teachers resorted to experimentation because it is “a familiar, visually appealing strategy for engaging students.” Thus, it can be inferred that when faced with topics involving simple experiments and ready-made scripts available on the internet, these become more attractive than SDTs, which require authorship, creativity, and autonomy, in addition to greater preparation on the part of the teacher in terms of lesson planning and execution. However, experimental activities do not guarantee that teaching objectives will be achieved, since, depending on the planning, the experiment may even limit the potential of SDTs.
In their journals, the pre-service teachers acknowledged that the approach adopted toward the SDT discouraged the exchange of ideas and the development of multiple meanings:
The text “Litmus Paper” could have been explored more effectively. By discussing the concepts mentioned in each paragraph of the text and debating and formulating hypotheses with the students—that is, through student-teacher interaction—the reading and explanation of the text would have been conducted in a more coordinated manner. One of the shortcomings was that the lesson plan called for the use of the whiteboard, but it was not used, even though it could have been employed to explain the concept of acids and bases (excerpt from Aurora’s diary).
Due to nervousness, the demonstration was a bit rushed, which made it difficult for students to visualize and understand the topic. Next, we introduced the text, but this approach was not the most effective, as it ended up feeling more like a shift in the lesson’s focus toward the text’s content (excerpt from Jade’s diary).
When questioned about the contributions of planning and teaching a chemistry class using SDT, Jade highlighted that it had been the first time that she followed all steps in the process of planning a class, encompassing the preparation of the class and writing the journal. She also added having not thought of a chemistry class using SDT before. In turn, Aurora reported that working with SDT contributed to her training and helped her see further possibilities on how to link chemistry to the students’ everyday life.
In Practical Training III, I was able to find my teaching methodology—what I want to do in the classroom, both in terms of teaching and the interaction that a teacher has when teaching a class. I’d use Teacher Daniele as an example, and you too with your classes, so I’d say that Practical Training III really helped me a lot, both personally and professionally. (...) Now in Practice III, I have the supporting texts and books that I can use in my classes. (...) When I taught my first class at Severino de Queiroz, I used the (...) Xampu lesson; I took the text, studied the text, all the questions, so I based myself entirely on it, and tried to incorporate what I saw and liked into my class” (excerpt from Aurora’s interview).
Thus, the lesson planned and taught by Jade and Aurora supports Flôr’s (2005, p. 100) findings that teachers “seek to innovate and improve their practice yet remain tied to traditional methods.” In the case of the pre-service teachers, we may infer that experimentation as the focal point of the lesson arose from their familiarity with and almost instantaneous association of the pH topic with the red cabbage experiment. However, the process of participating in the research — especially reflection through the journals — allowed them to evaluate their conduct and realize that the chosen approach had not been the most appropriate. In Aurora’s case, the process even allowed her to use the SDT (previously unknown to her) at another stage of her training, unrelated to the researchers’ activities. This reflection does not condemn experiments, as the authors recognize, just as Ferreira (2012) does, the benefits of experimentation. However, in this study, the purpose of using SDTs in initial training was to stimulate the (re)interpretation of the knowledge of teaching and learning chemistry through the different types of reading and discourses mobilized in discursive interactions, specific conditions, and historical context.
The results of this study corroborate the findings of Nascimento (2008), who argues that SDT-based lessons transcend the text and are influenced both by the reader’s multiple interpretations and by the meanings of interest to the teacher. Furthermore, the way each activity is conducted and the questions posed by the teacher will have a direct impact on the students’ positioning and the meanings attributed by them (Abreu, 2012). Therefore, the types of reading encouraged by the teacher and their pedagogical intent can directly influence the way classroom discourse is conducted. Thus, it can be inferred that although pedagogical discourse is predominantly authoritarian, teachers can transition between playful and polemical discourses in reading practices using SDT, thereby broadening the meanings attributed beyond what is projected as essential or indispensable, since students’ sociocultural experiences contribute positively and significantly to teaching and learning processes. Therefore, the results of this research corroborate Nascimento’s (2003) study regarding how pre-service teachers handled SDT in their classes. These, in turn, “are directly related to various factors or conditions of production of that discourse, such as: their reading backgrounds, their ideas about what it means to be a teacher,” and their influence on the critical formation of teachers.
Thereby, even though the pre-service teachers introduced possibilities of SDT-based reading practices associated with different strategies of pre-during-post reading, in their mock classes, most of them stimulated reading in search of information. This scenario suggests that the pre-service teachers remained in their comfort zone and often practice this type of reading in their study routines, possibly making it the most stimulated type of reading throughout the chemistry bachelor’s course, as well as other fields of natural sciences.
Given such scenario, bachelor’s courses in the fields of natural sciences should encourage and appreciate the interaction between reader-text-author mobilized by the act of reading, as well as recognizing, experiencing, and moving varied reading genders and types, as well as discourses, aiming at acknowledging the teacher as a reader who influences other readers and favoring better teaching and learning processes, both in the contexts of teacher training and basic education.
Final remarks
The study achieved its objective of analyzing the readings and discourses adopted by chemistry education students as they developed and taught lessons involving the use of SDT, within the context of the course *Practical Training in Chemistry Education III*. The students who tended toward a playful discourse — Rafael, Marina, and Helena — encouraged reading in search of information without turning it into a word hunt for scientific concepts, but rather allowing for intertextuality with their peers’ previous reading experiences. Meanwhile, those who demonstrated a tendency toward polemical discourse — Erick, Henrique, Dante, Thomas, Jade, Aurora, and Mônica — engaged in reading for information distinctly, allowing for contributions from their peers; however, their approach was limited by the pre-established bias set by themselves as instructors of the course. Finally, Eduardo and Paola tended towards authoritarian discourse, restricting reading for information to define the lesson’s theme through a fragmented reading, which restricted the potential for intertextuality that could have emerged in the class.
Given the participants involved and the historical context of this study, it can be inferred that the pre-service teachers prioritized reading for the purpose of seeking information. This priority in reading can be attributed to the fact that SDTs are not among the text genres read by teacher candidates, in addition to their lack of awareness of SDTs as a pedagogical resource. This suggests that the habit of reading SDs is rarely encouraged and/or practiced in the chemistry teacher education program at UFMS. Moreover, chemistry teachers in training are being taught according to traditional, content-focused teaching models. In other words, we must overcome the barrier of teaching “chemistry for chemistry’s sake” and move toward a transformative and problem-based approach to chemistry education grounded in students’ realities—chemistry as it exists in everyday life.
Another alarming and worrying aspect is that most texts made emerged perspectives and topics that were new to the pre-service teachers, which should not be expected given their advanced progress in the course. In Dante and Thomas’ mock class, such a scenario is highlighted by their colleagues’ reaction when the relationship between the SDT reading and prior readings, which led them to understand the corrosion process described in the text and present in their everyday life. This scenario reveals that the pre-service teachers do not practice the intertextuality entailed in relating the content studied in the undergraduate course to everyday situations.
It is worth emphasizing that none of the pre-service teachers who participated in this study had had contact with SDT readings nor planned or taught chemistry classes with this type of resource. Thus, this Research allowed the students to grasp the didactic potential of SDT associated with reading strategies, as well as learning the different types of SDT reading and discourses and their potential contributions to the processes of chemistry teaching and learning.
Finally, for some of the pre-service teachers, the experience of planning and teaching a chemistry class using SDT appeared somewhat strange and caused some worry, while others found it successful and would probably repeat it in the future. Thus, this study is not intended to exhaust the debate; on the contrary, it is expected that our results incite further debates on the importance of reading and scientific dissemination in the training of chemistry teachers.
Acknowledgments
We would like to thank the Graduate Program in Science Education at the Institute of Physics of the Federal University of Mato Grosso do Sul (UFMS) and the Institute of Chemistry at UFMS for the valuable opportunity to conduct this research as part of the Bachelor of Science in Chemistry program.
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Research data is only available upon request
Source: elaborated by the authors (2024).
Source: elaborated by the authors (2024).
Source: elaborated by the authors (2025).