摘要：The aim of this work is to detect the existence of communicative interaction patterns from the conversations among Biology students during lab practice. Observational methodology was used by creating a category system as an observation tool, and continuing with a process of re-categorization. A total of six sessions were observed and each one last one hour. It was used a software called SDIS-GSEQfor the inter-sessional sequential analysis. The results highlight that it is important for the students the use of question-answer (IAE) in its different modalities: in probability of occurrence, first are the categories of Persuading and Proposing, the next significant sequential probabilities are: Evaluating, Confirming, and Confusing; followed in sequential occurrence order by: Arguing, Classifying, Correcting, Clarifying, and Suggesting and lasting in sequential inhibitory occurrence are: Creating an opinion, Directing, and Evaluating. These are the particular ways in which students encourage their participation during laboratory practice, opening their minds to their classmates’ feedback, which invites them to revalue their initial questions and answers and encourages new discussion topics and increase learning opportunities.
关键词：learning; evaluation; patterns behaviors; categories; SDIS-GSEQ program
