Abstract
Abstract
Science memes have emerged as an increasingly common and popular teaching resource, leveraging humorous, ironic, or satirical tones to convey scientific topics. This engaging and culturally relevant language offers a compelling tool for enhancing student engagement, dynamizing lessons, and facilitating conceptual understanding in chemistry. However, a significant gap persists in the literature regarding concrete pedagogical strategies for effectively integrating these resources with clear didactic intent. To address this gap, this paper presents and analyzes practical didactic strategies for chemistry teachers to incorporate memes into their lessons, supported by classroom implementation and qualitative evidence. These strategies are grounded in established educational theories, particularly the Conceptual Change Model and David Ausubel’s Meaningful Learning, which provide a robust framework for their pedagogical application. Evidence from classroom implementations conducted by preservice teachers with first-year high school students demonstrates the feasibility of these strategies and their role in formative assessment. By presenting a structured approach to meme utilization, this work offers valuable insights and guidance for chemistry educators, supporting the intentional integration of popular culture into teaching practices that foster meaningful learning.