Reading in the Process of Construction of Scientific Models

Reading is one of the cognitive abilities most used in the classroom to promote the learning of sciences. Traditionally in science classes, the textbook was one of the main resources for students’ scientific models’ progression. However, for some time now, new textual typologies have been introduced in the classroom: from popular science articles and books to materials made by teachers specifically for students, texts from the Internet, and also fiction or narrative texts. The introduction of these typologies responds to the consideration that students must learn to make sense of a wide variety of texts in the broad diversity of science readings available in books, magazines, novels, newspapers, and the Internet.