Resumen

VALENCIA-SERRANO, Marcela; ROJAS-OSPINA, Tatiana; MONTES-GONZALEZ, Jairo Andrés  y  OCHOA-ANGRINO, Solanlly. Patterns of teacher-student interaction in Colombian schools of high and low performance in sciences. Psicol. caribe [online]. 2020, vol.37, n.3, pp.211-236.  Epub 18-Oct-2021. ISSN 0123-417X.

This study aimed to compare the student teacher interaction patterns in high and low performance Colombian schools in science. We observed the interactions of 12 teachers and 118 high school students in physics, chemistry and biology courses. We used the Classroom Assessment Scoring System (CLASS) to describe the interactions in the domains of instructional support, emotional support and class organization during three class sessions. We compared the scores in these domains between the high and low performance schools in standardized science tests. In general, we didn´t find any significant difference except in the domain of instructional support in the dimensions of content understanding and instructional dialogue. We discuss the educational implications of the findings and make suggestions for similar observational work.

Palabras clave : Classroom interaction; teachers; students; secondary; science.

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