Summary. A British observational study of science classroom interactions was replicated in Atlantic Canada with 33 teacher‐class units. Observational data from the Canadian classrooms were cluster‐analysed and two preferred teaching styles emerged from this analysis. It was concluded that patterns of teaching in the Canadian classrooms studied differed substantially from those patterns observed in classrooms in the United Kingdom. An overall comparison of the results of the two studies revealed a less practical approach to science teaching in the Canadian classrooms observed, with greater emphasis on the informational aspects of science and convergent, problem‐solving activities.