  In this work we study the knowledge acquisition process in a
teaching-learning scenario that takes place within the classroom. We explore
two complementary approaches, which include classroom observations and student
surveys, and the formulation of theoretical models through the use of
Statistical Physics tools. We develop an analytical model and a set of dynamics
agent-based models that allow us to understand global behaviors, as well as to
follow individual trajectories in the knowledge acquisition process. As a proxy
of the final achievements of the students we use their final grade, allowing us
to assess the validity of our approach. Our models, supported by observations
and surveys, reproduce fairly well the process of acquiring knowledge of the
students. This work sheds light on the internal dynamics of the classroom and
allows us to understand some global aspects of the teaching-learning process.
