Book , Print in English

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

Susan R. Singer, Natalie R. Nielsen, and Heidi A. Schweingruber, editors. ; 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, National Research Council of the Naitonal Academies.
  • Washington, D.C. : The National Academies Press, [2012]
  • xvii, 263 pages ; 23 cm
Subjects
Contents
  • Defining DBER
  • Synthesis of the Literature
  • Increasing the Use of DBER Findings
  • Advancing DBER as a Field of Inquiry
  • SECTION I STATUS OF DISCIPLINE-BASED EDUCATION RESEARCH
  • 1. Introduction
  • Defining Discipline-Based Education Research
  • Overview of the Study
  • Focus and Organization of This Report
  • 2. Emergence and Current State of Discipline-Based Education Research
  • Emergence of Discipline-Based Education Research
  • Current State of DBER
  • Summary of Key Findings
  • SECTION II CONTRIBUTIONS OF DISCIPLINE-BASED EDUCATION RESEARCH
  • 3. Overview of Discipline-Based Education Research
  • Scope and Focus
  • Methods
  • Role of Learning Theories and Principles
  • Strengths and Limitations
  • Organization of the Synthesis
  • 4. Identifying and Improving Students' Conceptual Understanding in Science and Engineering
  • Different Perspectives on Conceptual Understanding
  • Overview of Discipline-Based Research on Conceptual Understanding
  • Undergraduate Students' Understanding of Science and Engineering Concepts
  • Instructional Strategies to Promote Conceptual Change
  • Summary of Key Findings on Conceptual Understanding
  • Directions for Future Research on Conceptual Understanding
  • Conceptual Change
  • 5. Problem Solving, Spatial Thinking, and the Use of Representations in Science and Engineering
  • Problem Solving
  • Use of Representations and Spatial Thinking in Promoting Conceptual Understanding and Problem Solving
  • 6. Instructional Strategies
  • Overview of Discipline-Based Education Research on Instruction
  • Instruction in the Classroom Setting
  • Instruction in the Laboratory Setting
  • Learning in the Field Setting
  • Effects of Instructional Strategies on Different Student Groups
  • Summary of Key Findings
  • Directions for Future Research
  • 7. Some Emerging Areas of Discipline-Based Education Research
  • Science and Engineering Practices
  • Applying Knowledge in Different Settings (Transfer)
  • Metacognition
  • Dispositions and Motivation to Study Science and Engineering (The Affective Domain)
  • SECTION III FUTURE DIRECTIONS FOR DISCIPLINE-BASED EDUCATION RESEARCH
  • 8. Translating Research into Teaching Practice: The Influence of Discipline-Based Education Research on Undergraduate Science and Engineering Instruction
  • Current State of Teaching in Undergraduate Science and Engineering
  • Efforts to Promote Research-Based Practice in the Sciences and Engineering
  • Putting Reform Efforts into Context
  • Summary of Key Findings
  • Directions for Future Research
  • 9. Future Directions for Discipline-Based Education Research: Conclusions and Recommendations
  • Defining and Describing Discipline-Based Education Research
  • Synthesizing Discipline-Based Education Research
  • Translating Discipline-Based Education Research Findings into Instructional Practice
  • Advancing Discipline-Based Education Research Findings as a Field of Inquiry
  • Recommendations.
Other information
  • Includes bibliographical references (pages 205-255).
  • Also available online.
ISBN
  • 9780309254113 (paperback)
  • 0309254116 (paperback)
Identifying numbers
  • LCCN: 2012027266
  • OCLC: 795762235
  • OCLC: 795762235