Enhancing Biology Education Research by Bridging Disciplinary Boundaries between Discipline-based Education Research in Biology and Learning Sciences.

随着社会与新的基因技术、环境保护和气候变化的影响作斗争，生物学的工作知识变得越来越重要。因此，为了帮助确保一个有科学素养的社会准备好处理这些问题，发展有效的生物学概念教学方法符合国家利益。为此，基于学科的生物学教育研究（DBER-BIO）和学习科学（LS，包括认知心理学、教育心理学和发展心理学）的科学家之间的合作产生了新的理论和教学策略，促进了对生物学学习的理解。尽管有好处，但这种合作关系相对来说并不常见。尽管DBER-BIO和LS社区的共同目标是理解学习，但由于培训、方法和实践方面的差异，连接这两个群体经常受到阻碍。为了促进DBER-BIO和LS之间的合作，PI团队将举办为期一天的研讨会。研讨会的目标是建立不同学科研究者之间的联系，提高对教育研究观点的差异和相似性的认识，并为参与者提供从事跨学科工作的策略。促进这些跨学科的合作将会提高对生物学学习的研究，从而最终改善本科生物学教育。该项目将为LS和DBER-BIO社区的研究人员提供为期一天的研讨会。研讨会将通过以下三个活动促进跨学科的联系并确定合作战略：小组工作、与具有跨学科合作经验的研究人员的小组讨论会议和海报会议。到讲习班结束时，预计与会者将对跨学科研究的价值有所认识，并具备从事这一研究的能力。在研讨会期间收集的数据将包括讨论评论、合作策略和对研讨会结束调查的回应。这些数据将在第一轮编码和第二轮集中编码中使用体内方法进行定性分析，以确定研讨会成果。反过来，这些将被评估，以确定是否达到预期的结果，并确定跨学科合作的障碍和促进因素，以及富有成效的合作战略。PI团队打算通过会议报告分享此分析的结果，从而使研讨会中产生的见解和策略能够接触到广泛的受众。该项目由生物基础设施司生物科学司和教育和人力资源司本科教育司共同资助，作为其应对“本科生物学教育的愿景与变革：行动呼吁”（http://visionandchange/finalreport）所提出的挑战的努力的一部分。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

A working knowledge of biology is increasingly important as society grapples with new genetic technologies, conservation, and the impacts of climate change. To help ensure a scientifically literate society that is prepared to deal with these issues, it is thus in the national interest to develop effective methods of teaching biological concepts. To that end, collaborations between scientists in discipline-based education research in biology (DBER-BIO) and learning sciences (LS; including cognitive, educational, and developmental psychology) have resulted in new theories and pedagogical strategies that advance understanding of learning in biology. Despite the benefits, however, these partnerships are relatively uncommon. Although the DBER-BIO and LS communities share the goal of understanding learning, connecting the two groups is often hindered by differences in training, methodologies, and practices. To facilitate collaboration between DBER-BIO and LS, the PI team will host a one-day workshop. The goals of the workshop are to develop connections between researchers from different disciplines, increase awareness of differences and similarities in perspectives towards education research, and equip participants with strategies for engaging in interdisciplinary work. Fostering these interdisciplinary collaborations will result in improved research on learning in biology that will ultimately improve undergraduate biology education.This project will support a one-day workshop for researchers in the LS and DBER-BIO communities. The workshop will foster interdisciplinary connections and identify strategies for collaboration through three activities: small group work, a panel discussion session with researchers who have experience in interdisciplinary collaborations, and a poster session. By the end of the workshop, it is anticipated that participants will have gained an appreciation of the value of interdisciplinary research and be equipped to pursue it. Data collected during the workshop will include discussion comments, collaborative strategies, and responses to an end-of-workshop survey. This data will be analyzed qualitatively using an in vivo approach for the first cycle of coding and focused coding for the second cycle to identify workshop outcomes. In turn, these will be evaluated to determine if the anticipated outcomes were met and to identify barriers to and facilitators of interdisciplinary collaboration as well as productive collaborative strategies. The PI team intends to share the results of this analysis through a meeting report, thus enabling the insights and strategies generated in the workshop to reach a broad audience.This project is being jointly funded by the Directorate for Biological Sciences, Division of Biological Infrastructure, and the Directorate for Education and Human Resources, Division of Undergraduate Education as part of their efforts to address the challenges posed in "Vision and Change in Undergraduate Biology Education: A Call to Action" (http://visionandchange/finalreport).This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.