<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0123-417X</journal-id>
<journal-title><![CDATA[Psicología desde el Caribe]]></journal-title>
<abbrev-journal-title><![CDATA[Psicol. caribe]]></abbrev-journal-title>
<issn>0123-417X</issn>
<publisher>
<publisher-name><![CDATA[Fundación Universidad del Norte]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-417X2020000300211</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Patrones de interacción profesor- estudiante en colegios colombianos de alto y bajo desempeño en ciencias]]></article-title>
<article-title xml:lang="en"><![CDATA[Patterns of teacher-student interaction in Colombian schools of high and low performance in sciences]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valencia-Serrano]]></surname>
<given-names><![CDATA[Marcela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rojas-Ospina]]></surname>
<given-names><![CDATA[Tatiana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Montes-González]]></surname>
<given-names><![CDATA[Jairo Andrés]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ochoa-Angrino]]></surname>
<given-names><![CDATA[Solanlly]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontificia Universidad Javeriana  ]]></institution>
<addr-line><![CDATA[Seccional Cali ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontificia Universidad Javeriana  ]]></institution>
<addr-line><![CDATA[Seccional Cali ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Desarrollo Cognitivo, Aprendizaje y Enseñanza (DCAE)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Pontificia Universidad Javeriana  ]]></institution>
<addr-line><![CDATA[Seccional Cali ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2020</year>
</pub-date>
<volume>37</volume>
<numero>3</numero>
<fpage>211</fpage>
<lpage>236</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-417X2020000300211&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-417X2020000300211&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-417X2020000300211&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo de este estudio fue comparar los patrones de interacción profesorestudiante en colegios colombianos de alto y bajo rendimiento en el área de ciencias. Para esto se observaron las interacciones de 12 profesores y 118 estudiantes en clases de física, química y biología de secundaria. Se utilizó la pauta de observación Classroom Assessment Scoring System (CLASS-Upper Elementary) para describir las interacciones en los dominios de apoyo pedagógico, apoyo emocionaly organización de la clase durante tres sesiones de una misma unidad temática. Las puntuaciones en estos dominios fueron comparadas entre los colegios de alto y bajo desempeño en pruebas estandarizadas en ciencias. En general no se encontraron diferencias significativas en los patrones de interacción entre profesor y estudiantes pertenecientes a colegios de alto y bajo desempeño en ciencias. Sin embargo, dentro del dominio de apoyo pedagógico se encontraron diferencias en relación con las dimensiones de comprensión del contenido y dialogo instruccional; en estas dimensiones, los patrones de interacción de los profesores-estudiantes pertenecientes a colegios con alto desempeño en ciencias mostraron mejores desempeños que los de bajo desempeño. Se discuten las implicaciones educativas de los hallazgosy se realizan sugerencias para trabajos observacionales similares.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Interacciones en clase]]></kwd>
<kwd lng="es"><![CDATA[profesores]]></kwd>
<kwd lng="es"><![CDATA[estudiantes]]></kwd>
<kwd lng="es"><![CDATA[secundaria]]></kwd>
<kwd lng="es"><![CDATA[ciencia]]></kwd>
<kwd lng="en"><![CDATA[Classroom interaction]]></kwd>
<kwd lng="en"><![CDATA[teachers]]></kwd>
<kwd lng="en"><![CDATA[students]]></kwd>
<kwd lng="en"><![CDATA[secondary]]></kwd>
<kwd lng="en"><![CDATA[science]]></kwd>
</kwd-group>
</article-meta>
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