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

这是一项综合性的、共识性的自然科学“学科教育研究”（DBER）研究。它由国家研究委员会的科学教育委员会（BOSE）承担。它正在检查从科学领域的本科学习研究中所知道的东西。在主要科学学科、认知心理学和科学教育领域都有大量的教育研究文献。这些文献构成了本研究的核心。重点是适合各类院校本科水平的科学概念和主题，包括入门课程和非专业课程。评估已知的内容和研究机构之间的差异构成了本研究的主要部分。作为一项重点研究主题学习和教学的主要研究，该研究建立在国家研究委员会以前的报告基础上，如“人们如何学习”（NRC, 2000）。这项拟议中的研究由一个14人组成的委员会进行，他们在科学领域的教学以及认知和学习方面都有专业知识。越来越多的研究表明，教师内容知识本身往往不足以在本科阶段进行有效的教学。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，这些方法和材料显著提高了学生对基本概念和科学探究本质的理解。2008年，BOSE举办了两次研讨会，以探索这些新方法和有前途的实践的研究基础。讲习班阐明了选定的有前途的做法的功效，同时也强调了需要进一步研究的研究中的弱点和差距。本共识研究探讨了DBER的优势和劣势。该研究还比较了来自不同STEM学科的DBER，以区分哪些实践的有效性已经在各个学科中得到了明确的证明，哪些实践需要进一步研究来证明其在特定学科或课堂环境之外的有效性。它将总结当前DBER的范围和质量，提出跨科学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名独立审稿人的严格审查。

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.