Abstract

In this article, we analyze the relationship between interaction formats and collaborative problem-solving (CPS) skills during guided inquiry activities in science classes. These science classes are conducted by teachers participating in a problem-based professional development program. Seven teachers and 24 elementary school students (1st to 4th grade) participated in inquiry activities, which were videotaped. In the analysis of videos of seven groups of four students, it was found that students showed processes of socially shared regulation of learning, especially in participation formats in which the teacher interacts with the small group and when students develop the task autonomously. The quality of participation is observed in perspective taking, whereby students receive and express opinions while responding reciprocally, adopt productive conversations, formulate new contributions, and elaborate on each other's ideas. Likewise, in these activities, teachers provide scaffolding using questions that promote exploration and reasoning. These are central dimensions of dialogic learning, in which discourse progression is enhanced. These results contrast with previous studies in Chile, where it was found a predominance of structured interactions and a passive role of students at the same school levels.