Analysis reveals the importance of semantic density and gravity in chemistry teaching, suggesting better strategies for knowledge construction.
This study examines the modulation of semantic density and gravity in chemistry teaching, emphasizing its role in the legitimation of scientific knowledge. The analysis of pre-service teachers’ discourse reveals the importance of adjusting abstraction levels to students' prior knowledge, enhancing meaningful learning. The results highlight the relevance of semantic waves in facilitating transitions between everyday and specialized knowledge. This study reinforces the need for teacher education programs to develop strategic use of scientific language, ensuring accessibility while maintaining epistemological rigor.
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Ferreira et al. (2025) studied this question.
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