In this paper, we analyse how different mediators may promote students' construction of knowledge through the process of co-construction, during the course of modelling activities. Here, mediators are understood as any entity that can assist in knowledge construction, promoting or facilitating the processes of teaching and learning. Data were collected in model-based teaching of the topic of solubility in a class of 15-16 year-old students. For the analysis, we focused on the most relevant mediators (the teacher's and the students' actions, models, arguments, and gestures) in terms of their influence on the students' knowledge construction in this context. The analysis of the role of each of them may support relevant discussions in teacher training contexts.
Construção de conhecimento; Mediador; Ensino-aprendizagem; Ensino de química
