摘要：The intensity of teacher‐student classroom interaction makes a positive effect on student achievement.
Interaction intensity might change due to the teaching method used. With this study, it was aimed to compare the
teacher‐student interaction intensity in the classrooms where the problem‐solving and traditional lecture teaching
methods used. Flanders’ interaction observation form was used as a data‐collection instrument in the study. The
findings suggest that more interaction was seen in the problem‐solving classrooms compared to the traditional
lecture classrooms; the interaction intensity increased in the higher grade levels; and finally, there were less
silence in female teacher classrooms than in the male teacher classrooms. We suggest problem‐solving teaching
method to the teachers who try their students to take role and participate actively in the classrooms.
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