Abstract
The science communication (SC) is one of the means that the science teacher can use to foster teaching activities. However, it is noteworthy that the SC is produced to meet the communications needs between the science culture and the society, and the school is not a presumed address to science communication. Thus, in order for science teachers to use SC in teaching activities, they need to appropriate it and adapt it to educational proposes. This paper presents a model that aims to understand the teacher’s movements for using science communication in the classroom. Grounded on the activity theory, it analyzes from the system of activities approach how the teacher interacts with the SC. The results highlight four systems of activities in which science teachers act, their interactions and unfoldings, which are classified in three hierarchical levels.
Highlights
The science teacher uses a variety of resources and techniques to achieve educational goals
The interaction of the science teacher with Science Communication (SC) is the focus of this paper, especially considering that SC is often approached in science teaching (Lima & Giordan, 2017a)
When we focus on SC, we can think of different activities with the same objects
Summary
The science teacher uses a variety of resources and techniques to achieve educational goals. When we focus on the teacher’s movements toward the use of SC in teaching situations, that new relationship will be more complex because of the consumption context, which inserts elements of formal education in the interaction between the activity systems.
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