The Classroom Discourse Observation Protocol (CDOP): A quantitative method for characterizing teacher discourse moves in undergraduate STEM learning environments

• DOI: 10.1371/journal.pone.0219019
• Publication Date: 2019-07-17T17:27:37Z
• Authors: Petra Kranzfelder; Jennifer L. Banke...; Marcos E. García-...; Marin Melloy; Sagal Mohammed; Abdi-Rizak M. Warfa
• Keywords: Technology; General Science & Technology; Science; 370; Education; Engineering; Specialist Studies In Education; Clinical Research; Humans; Students; Teaching; 4. Education; Q; 05 social sciences; R; Reproducibility of Results; Problem-Based Learning; Stem Cell Research; United States; Medicine; 0503 education; Curriculum and Pedagogy; Mathematics; Research Article

We describe the development and validation of a new instrument, Classroom Discourse Observation Protocol (CDOP), which quantifies teacher discourse moves (TDMs) from observational data in undergraduate STEM classrooms. TDMs can be conceptualized as epistemic tools that mediate classroom discussions. Through an inductive–deductive coding process, we identified commonly occurring among group biology instructors (n = 13, 37 class session) teaching Active Learning Environments. CDOP scheme its associated matrix allows observers to reliably characterize 2-min time intervals over course period. present protocol, discuss how it differs existing observation protocols, process by was developed validated. Also, show this protocol is able discriminate discursive practices learning environments with sample qualitative quantitative results illustrate utility for assessing improving instructional practices.