Status, Contributions, and Future Directions of Discipline Based Education Research

这是一个全面的，共识的研究“学科为基础的教育研究”（DBER）在自然科学。这项工作由国家研究理事会科学教育委员会负责。它正在研究从科学本科学习的研究中所知道的东西。在主要的科学学科、认知心理学和科学教育方面有大量的教育研究文献。这些文献构成了本研究的核心。重点是科学中的概念和主题，适合各种机构的本科水平，包括入门课程和非专业课程。本研究的主要部分是评估研究机构之间的已知和变化。 作为一项主要研究，重点是学科学习和教学研究，这项研究是建立在国家研究理事会以前的报告，如“人们如何学习”（NRC，2000年）。这项拟议中的研究正在由一个14人委员会进行，该委员会拥有跨科学领域教学以及认知和学习方面的专业知识。越来越多的研究表明，教师内容的知识本身往往是不够的，在本科水平的有效教学。基于学科的教育研究（DBER）实践者已经展示了新的教学方法和材料，显着提高学生的基本概念和科学探究的性质的理解。2008年，BOSE举办了两次研讨会，探讨这些新方法和有前途的做法的研究基础。讲习班阐明了选定的有希望的做法的功效，同时也强调了需要进一步研究的研究中的弱点和差距。这项共识研究正在探索DBER的优点和缺点。该研究还比较了来自不同STEM学科的DBER，以区分那些在各个学科中已经明确证明有效的实践，以及那些需要进一步研究以证明超出特定学科或课堂环境的有效性的实践。它将总结DBER目前的范围和质量，建议跨学科的教育研究人员可以相互学习和从更广泛的学习研究中学习的方法，并确定未来研究的重要领域。由于这是一项共识研究，所有研究的结论和建议都将受到12至14名独立评审员的严格审查。

This is a comprehensive, consensus study of "Discipline Based Education Research" (DBER) in the natural sciences. It is being undertaken by the Board on Science Education (BOSE) of the National Research Council. It is examining what is known from research on undergraduate learning in the sciences. There are substantial education research literatures in the major science disciplines, in cognitive psychology, and in science education. These literatures form the core of this study. The focus is on concepts and topics in science that are appropriate for the undergraduate level in all kinds of institutions, including introductory courses and courses for non-majors. Taking stock of what is known and variations across bodies of research constitutes the major part of this study. As a major study with emphasis on research in subject-matter learning and teaching, the study is building upon previous reports by the National Research Council, such as "How People Learn" (NRC, 2000). The proposed study is being carried out by a 14-member committee with expertise in instruction across the scientific fields as well as in cognition and learning. A growing number of studies have revealed that faculty content knowledge is by itself often not sufficient for effective instruction at the undergraduate level. Discipline Based Education Research (DBER) practitioners have demonstrated new instructional approaches and materials which significantly improve students' understanding of essential concepts and the nature of scientific inquiry. In 2008, BOSE conducted two workshops to explore the research underlying these new approaches and promising practices. The workshops illuminated the efficacy of selected promising practices while also highlighting weaknesses and gaps in the research requiring further study. This consensus study is exploring both the strengths and weaknesses of DBER. The study is also comparing DBER emerging from the different STEM disciplines in order to distinguish practices whose efficacy has been clearly demonstrated across the disciplines from those requiring further research to demonstrate efficacy beyond a particular discipline or classroom context. It will summarize the current scope and quality of DBER, suggest ways in which education researchers across scientific disciplines can learn from one another and from the broader research on learning, and identify important areas for future research. Because this is a consensus study, all of the study's conclusions and recommendations will be subject to rigorous review by 12 to 14 independent reviewers.