Undergraduate geoscience education research: Evolution of an emerging field of discipline-based education research
Undergraduate geoscience education research: Evolution of an emerging field of discipline-based education research
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DOI：
10.1002/tea.21471
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发表时间：
2019-02-01
影响因子：
4.6
通讯作者：
Arthurs, Leilani A.
中科院分区：
文献类型：
--
作者：
Arthurs, Leilani A.
地学系内的教师开展的基于学科的教育研究(DBER)可以解决本科地学教育中已确定的需求。这项研究探索了从1985年到2016年本科生地球科学教育研究(GER)的演变，主要是根据已发表的研究类型，其次是本文对GER作为一门学术学科的演变提供的见解。前者以斯托克斯(1997)的研究类型象限模型为理论框架，后者以库恩(1970)的学科范式模型为理论框架。采用探索性的顺序混合方法对1760篇文献进行了系统的文献回顾。1985-2000年期间以原始研究为特点，教育和信息类文章比研究类文章多，这就是证据。从2000年到2011年，GER经历了一个成长期，其特点是存在应用的、受使用启发的纯基础研究。2011-2016年期间，每年GER出版物的正常化数量似乎处于相对稳定状态。关于地球科学教育的现有知识差距，地球科学研究文章作者对教育和社会科学研究方法的明显不熟悉，以及就什么是地球科学研究以及如何开展地球科学研究达成共识的努力，都表明地球科学研究处于准备阶段或处于低范式状态。也就是说，就学科的演变而言，GER是一个不成熟的学科。为GER的持续进化增长提出了一条前进的道路。这项研究为GER作为一门学科的出现提供了新的视角，可以作为跨学科DBER比较研究的基础。
Discipline-based education research (DBER) conducted by faculty within geoscience departments can address identified needs in undergraduate geoscience education. This study explores the evolution of undergraduate geoscience education research (GER) from 1985 to 2016, primarily in terms of the types of published research and secondarily in terms of the insights this literature offers on the evolution of GER as a scholarly discipline. Stokes' (1997) quadrant model of research types is used as a theoretical framework for the former and Kuhn's (1970) model of disciplinary paradigm for the latter. An exploratory sequential mixed-methods approach to a systematic literature review of 1,760 articles is utilized. The period 1985-2000 is characterized by proto-research as evidenced by the abundance of instructive and informational education articles rather than research articles. From 2000 to 2011, GER underwent a growth period characterized by the presence of applied, use-inspired, and pure basic research. The period 2011-2016 appears to be a period of relative steady-state conditions in the normalized number of GER publications per year. Existing gaps in knowledge about geoscience education, the evident unfamiliarity with education and social science research methodologies among authors of GER articles, and efforts to build consensus about what GER is and how to conduct it suggest that GER is preparadigmatic or at a low paradigm state. That is, GER is an immature discipline as far as the evolution of a discipline goes. A path forward is proposed for the continued evolutionary growth of GER. This study provides new perspectives on the emergence of GER as a discipline that can be used as a basis for studies on cross-disciplinary DBER comparisons.