Abstract
The theoretical framework of semiotic mediation after a Vygotskian approach, introduced first for mathematics education is extended to physics education. Beyond obvious epistemological differences between mathematics and physics, dialogue and relationship show fruitful, drawing on the Vygotskian perspective of obučenie. The aim of this paper is to show that the theoretical framework of semiotic mediation might offer methodological scaffolding for teachers in order to mediate scientific meanings that have been historically incorporated in artifacts and experimental methods. Cross-fertilization between the two research programs on mathematics and physics education at primary school level is discussed.