Voices in Motion

Science Dissemination in the Undergraduate Biology Teacher Education Program

Abstract

This article presents a qualitative and exploratory study that investigated how undergraduate students in Biological Sciences perceive and experience the production of short videos as a practice of science dissemination and scientific literacy during their initial teacher education. The investigation took place within the context of an elective course that articulated theory and practice, as well as dialogue with the students. Inspired by Freirean pedagogy, the analysis was conducted through Reflexive Thematic Analysis, which acknowledges the active role of the researcher and the centrality of dialogue. The results show that the course was perceived as an innovative and formative space, fostering authorship, creativity, and critical thinking. The production of short videos stood out by enabling students to recognize themselves as subjects capable of disseminating science in accessible language, while also confronting challenges such as denialism and misinformation. It is concluded that practices of this nature broaden the horizons of teacher education, strengthening both teacher identity and the democratization of scientific knowledge.