In science education, educational interactions are crucial to raise alternative conceptions and move towards a responsible and literate citizenship. However, traditional scientific paradigms limit the ways in which science teachers exchange meanings about reality with their students. Therefore, science teacher reflection is an opportunity for the development of inquiry practices in accordance with current educational demands. The present hermeneutic study seeks to identify and characterize reflective elements that arise from the visualization of educational interactions through scientific inquiry activities. Stimulated recall interviews were conducted with two teachers based on video recordings of their classes, whose transcripts were analyzed using the ALACT reflective model. The results indicate that teachers reflect and mobilize their practices by rethinking interactions involving everyday worldviews, technology, dialogue, collaborative work, the value of question-answers, as well as emerging student initiatives. The realization of reflective cycles gives meaning and value to the teaching practice that, from a situated, communicative and epistemological perspective, calls for further longitudinal studies that capture the reflective trajectories of teachers in the framework of their continuous professional development.