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We present, in this text, the partial results of a study that analyzed the construction of meanings in a Science teacher training class, with qualification in the discipline of Chemistry. The proposal was based on the students' role, in which they could teach classes to their classmates, after a series of reflections and theoretical studies on the elaboration of concepts. For this, we chose to present, as part of a larger study, one of the episodes given by the students. The data allowed us to consider that the episode taught has characteristics that closely represent the teacher's intention to create problems, but still characterized by the traditional approach, with little appreciation of the participation of students in the process of building their own knowledge.