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Discipline-based education research : understanding and improving learning in undergraduate science and engineering

Author: Susan R SingerNatalie NielsenHeidi A SchweingruberNational Research Council (U.S.). Committee on the Status, Contributions, and Future Directions of Discipline-Based Education Research.National Research Council (U.S.). Board on Science Education.All authors
Publisher: Washington, D.C. : National Academies Press, ©2012.
Edition/Format:   eBook : Document : EnglishView all editions and formats
Summary:
"The National Science Foundation funded a synthesis study on the status, contributions, and future direction of discipline-based education research (DBER) in physics, biological sciences, geosciences, and chemistry. DBER combines knowledge of teaching and learning with deep knowledge of discipline-specific science content. It describes the discipline-specific difficulties learners face and the specialized  Read more...
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Genre/Form: Electronic books
Additional Physical Format: Print version:
National Research Council (U.S.). Committee on the Status, Contributions, and Future Directions of Discipline-Based Education Research.
Discipline-based education research
(DLC) 2012027266
(OCoLC)795762235
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Susan R Singer; Natalie Nielsen; Heidi A Schweingruber; National Research Council (U.S.). Committee on the Status, Contributions, and Future Directions of Discipline-Based Education Research.; National Research Council (U.S.). Board on Science Education.; National Research Council (U.S.). Division of Behavioral and Social Sciences and Education.
ISBN: 9780309254120 0309254124
OCLC Number: 808840640
Description: 1 online resource (xvii, 263 pages) : illustrations
Contents: Executive summary --
Section I: Status of discipline-based education research --
Introduction --
The emergence and current state of discipline-based education research --
Section II: Contributions of discipline-based education research --
Overview of discipline-based education research --
Identifying and improving students' conceptual understanding of science and engineering --
Problem solving, spatial thinking, and the use of representations in science and engineering --
Instructional strategies --
Some emerging areas of discipline-based education research --
Section III: Future directions for discipline-based education research --
Translating research into teaching practice: the influence of discipline-based education research on undergraduate science and engineering instruction --
Future directions for discipline-based education research: Conclusions and recommendations --
References --
Appendix.
Responsibility: Committee on the Status, Contributions, and Future Directions of Discipline-Based Education Research ; Board on Science Education ; Division of Behavioral and Social Sciences and Education ; Susan R. Singer, Natalie R. Nielsen, and Heidi A. Schweingruber, editors ; National Research Council of the National Academies.

Abstract:

"The National Science Foundation funded a synthesis study on the status, contributions, and future direction of discipline-based education research (DBER) in physics, biological sciences, geosciences, and chemistry. DBER combines knowledge of teaching and learning with deep knowledge of discipline-specific science content. It describes the discipline-specific difficulties learners face and the specialized intellectual and instructional resources that can facilitate student understanding. Discipline-Based Education Research is based on a 30-month study built on two workshops held in 2008 to explore evidence on promising practices in undergraduate science, technology, engineering, and mathematics (STEM) education. This book asks questions that are essential to advancing DBER and broadening its impact on undergraduate science teaching and learning. The book provides empirical research on undergraduate teaching and learning in the sciences, explores the extent to which this research currently influences undergraduate instruction, and identifies the intellectual and material resources required to further develop DBER. Discipline-Based Education Research provides guidance for future DBER research. In addition, the findings and recommendations of this report may invite, if not assist, post-secondary institutions to increase interest and research activity in DBER and improve its quality and usefulness across all natural science disciples, as well as guide instruction and assessment across natural science courses to improve student learning. The book brings greater focus to issues of student attrition in the natural sciences that are related to the quality of instruction. Discipline-Based Education Research will be of interest to educators, policy makers, researchers, scholars, decision makers in universities, government agencies, curriculum developers, research sponsors, and education advocacy groups"--Publisher's description.

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