The context of this research was a project that integrated instructors, Physics teachers' education undergraduates and in-service teachers from public high school. In the first phase, the aim was to engage the participants in the implementation of an interdisciplinary project at school. In the second, the group was enrolled in a course delivered by InterAge virtual environment whose purpose was to solve a problem similar to the one they had to cope at school. In the present study, the meaning construction of 'interdisciplinarity' and the process of appropriation of a theoretical discourse by the participants of an on-line forum were analysed. The results point to the necessity of not taking for granted the meanings given by undergraduates to science education theoretical knowledge. The hybrid construction built in the confluence of the languages of natural and social sciences seems not to be favored during the Physics teachers' education course.
Meaning construction; On-line interactions; Interdisciplinarity; Science teachers' education