What do students do to agree on academic knowledge? Structured tasks and non-structured tasks for classroom-based learning/Que hacen los estudiantes para consensuar el conocimiento? Tareas estructuradas y tareas no estructuradas de aprendizaje en el aula

In this paper we study the processes of interaction among students which occur during the implementation of structured and non-structured tasks for the construction of meaning in a science class. To analyse the educational speech that is generated in these interactions, we use a qualitative methodology based on discourse analysis. Our results provide a description and comparison of structures of participation and discursive resources that occur in both structured and non-structured tasks. Our work contributes to understanding the processes of student-student interactions and to an explanation of collaborative learning with different degrees of structuring.