Caracterización de la enseñanza en entornos participativos mediante la progresividad del discurso

In this article we investigate the progressiveness of dialogue between students, in the sense of showing how ideas are linked in coherent lines of collective inquiry, by analyzing two sessions of thermodynamics taught by the same teacher(years 2016 and 2017). In both, the teacher presents the same problematic. During those two years, we worked with the teacher seeking to build classes with a greater dialogical component. For the analysis we used the mechanism identified by Clara (2019) which consists of a series of iterations of the sequence (Direc-tion) → Inference ↔ Observation ↔ Consensus → Fixation. Through this model, we were able to account for the progressiveness in collective inquiry, and also to distinguish more and less fruitful teacher interventions to foster it.