<?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>1405-6666</journal-id>
<journal-title><![CDATA[Revista mexicana de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[RMIE]]></abbrev-journal-title>
<issn>1405-6666</issn>
<publisher>
<publisher-name><![CDATA[Consejo Mexicano de Investigación Educativa A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1405-66662025000100059</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Interacciones en el aula: un programa de intervención en clases de ciencias naturales de primaria]]></article-title>
<article-title xml:lang="en"><![CDATA[Classroom Interactions: An Intervention Program in Elementary School science courses]]></article-title>
</title-group>
<contrib-group>
<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[Guevara]]></surname>
<given-names><![CDATA[Marlenny]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Treviño]]></surname>
<given-names><![CDATA[Ernesto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontificia Universidad Javeriana Departamento de Ciencias Sociales ]]></institution>
<addr-line><![CDATA[Cali ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad del Valle Facultad de Psicología ]]></institution>
<addr-line><![CDATA[Cali ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Pontificia Universidad Católica de Chile Facultad de Educación ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2025</year>
</pub-date>
<volume>30</volume>
<numero>104</numero>
<fpage>59</fpage>
<lpage>86</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1405-66662025000100059&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1405-66662025000100059&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1405-66662025000100059&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo presenta los resultados de un programa de intervención dirigido a 21 docentes de primero y segundo de primaria de colegios públicos, enfocado a mejorar sus interacciones en las clases de ciencias. El programa incluyó un taller grupal, cuatro ciclos de observación de clase y acompañamiento individual sobre el ciclo empírico, así como sus interacciones en el aula. El diseño fue cuasiexperimental y de medidas repetidas usando el sistema de observación CLASS, que analiza las interacciones de clase en tres dominios: apoyo emocional, organización de la clase y apoyo pedagógico. Los resultados muestran mejoramiento en: clima negativo, sensibilidad del profesorado, productividad, desarrollo de conceptos, calidad de la retroalimentación y modelamiento del lenguaje. Destaca la pertinencia del acompañamiento individual basado en observaciones de las y los docentes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article presents the results of an educational intervention program aimed at 21 first and second grade teachers in public schools, focused on improving their interactions in science courses. The program included a group workshop, four cycles of classroom observation and individual coaching on the empirical cycle, as well as their interactions within the classroom. The design was quasi-experimental and based on repeated measures using the &#8220;CLASS&#8221; observation system, which analyzes classroom interactions in three different domains: emotional support, classroom organization and pedagogical support. The results show improvement in: negative environment, teacher sensitivity, productivity, concept development, quality of feedback and language modeling. The relevance of individual support based on teachers&#8217; observations also stands out.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[ciencias naturales]]></kwd>
<kwd lng="es"><![CDATA[desarrollo profesional]]></kwd>
<kwd lng="es"><![CDATA[docencia]]></kwd>
<kwd lng="es"><![CDATA[observación]]></kwd>
<kwd lng="es"><![CDATA[retroalimentación]]></kwd>
<kwd lng="en"><![CDATA[natural sciences]]></kwd>
<kwd lng="en"><![CDATA[professional development]]></kwd>
<kwd lng="en"><![CDATA[teaching]]></kwd>
<kwd lng="en"><![CDATA[observation]]></kwd>
<kwd lng="en"><![CDATA[feedback]]></kwd>
</kwd-group>
</article-meta>
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