La interacción y la regulación de los procesos de enseñanza-aprendizaje en la clase de ciencias: análisis de una experiencia

Abstract

We intend to analyze interactions that help regulation and self-regulation of learning and improvement of meaning construction in science. We analyze data from natural sciences lessons in a Secondary School to find key aspects of teaching purpose, to know how the meaning negotiation works, how pupils organise themselves and which regulation strategies develop when they cooperate. Simultaneously understanding of concepts and elaboration of reports about hypothetic deductive experiences are analysed.