Teaching specialists in the Natural Sciences have critically evaluated the use of textbooks, pointing out their problems and limits. In contrast, there is strong support for the use of materials from other vehicles, such as the popular science media, museums and science fairs. Considering these aspects, this paper raises some considerations about the effectiveness of using media of scientifi c instruments for the transmission of knowledge in the classroom. Based on a literature review of some theorists of Science teaching, such as Fernandez, Gil, Carrascosa (2002); Cachapuz et al (2005), and Caldas (2005), it gives a brief presentation, addressing the theoretical arguments developed by these experts related to the representation of scientifi c knowledge in education. Next, we analyze the role of textbooks for the teaching of Natural Sciences, and investigate some important aspects concerning the dissemination of scientifi c analysis, followed by analysis of an article published in the popular science magazine Superinteressante. We recognize the importance of using scientifi c information media, however, we emphasize that care should be taken over its use and the role of the teacher as a mediator between “ownership” of scientifi c knowledge among the lay public.