Department of Biology Teaching and Learning, University of Minnesota-Twin Cities, Minneapolis, Minnesota, United States of America.
Molecular and Cellular Biology, University of California-Merced, Merced, California, United States of America.
PLoS One. 2019 Jul 17;14(7):e0219019. doi: 10.1371/journal.pone.0219019. eCollection 2019.
We describe the development and validation of a new instrument, the 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 can mediate classroom discussions. Through an inductive-deductive coding process, we identified commonly occurring TDMs among a group of biology instructors (n = 13, 37 class session) teaching in Active Learning Environments. We describe the CDOP coding scheme and its associated matrix that allows observers to reliably characterize TDMs in 2-min time intervals over the course of a class period. We present the protocol, discuss how it differs from existing classroom observation protocols, and describe the process by which it was developed and validated. Also, we show how this protocol is able to discriminate the discursive practices of instructors teaching in undergraduate STEM learning environments with sample qualitative and quantitative results that illustrate its utility for assessing and improving STEM instructional practices.
我们描述了一种新工具的开发和验证，即课堂话语观察协议（CDOP），它可以从本科 STEM 教室的观察数据中量化教师话语行为（TDM）。TDM 可以被概念化为可以调解课堂讨论的认识论工具。通过归纳演绎编码过程，我们在一组教授主动学习环境的生物学教师（n = 13，37 节课）中确定了常见的 TDM。我们描述了 CDOP 编码方案及其相关矩阵，该矩阵允许观察员在一节课的过程中可靠地在 2 分钟的时间间隔内描述 TDM。我们介绍了该协议，讨论了它与现有课堂观察协议的不同之处，并描述了开发和验证它的过程。此外，我们展示了该协议如何能够区分在本科 STEM 学习环境中教学的教师的话语实践，并提供了一些定性和定量的示例结果，说明了其在评估和改进 STEM 教学实践方面的效用。
