Classroom observations protocols have been used to gauge the types of actions made by students and teachers in classrooms [1–5]. Analyses based on protocol observations have been used in middle and high school settings (e.g. [4]) as well as university settings to summarize teaching. We argue that encoding and portraying observations of student and teacher actions in networks, may expand the use of observation protocols to capture the dynamics of teaching [7].
The purpose of this poster is twofold. First, we illustrate how we encode video observations to network maps via an expanded version of the Classroom Obser- vation Protocol for Undergraduate STEM (COPUS) [1]. Second, we show an example network and a network map, which illustrate how observation networks may be used to analyse a lesson. Our example comes from a Danish project which developed and investigated high school physics teaching. The example network and network map of this study stems from video observations of one of the lessons from the project.