SDT IN SCIENCE TEACHING: CONTRIBUTION SINCE INIATIAL TEACHER’S FORMATION

Abstract

The theme of this research is the use of Science Communication Texts (SDT) in Science Teaching, and it aimed at providing an overview of how SDT is being used in initial teacher’s training, as well as, identifying the purpose and contributions of SDT to teacher training, in order to answer the phenomenological question, what is this that is shown.  To this end, we carried out a literature review using two sources, the Capes Journal Portal and Google Scholar. Thus, seven articles were selected and analyzed from the perspective of Textual and Discourse Analysis (TDA). Two final categories emerged from the methodological path taken: 1) The importance of teachers knowing the characteristics of SDTs and understanding them as a mediating tool and 2) Reading movements in science teaching: Appropriation, Meaning and Learning. For the construction of the meta-text, we chose the second category, which helped us to understand the teacher's choice and planning of the text to be used in the classroom, bearing in mind its purpose in teaching.