DBER and STEM education reform: Are we up to the challenge?

Vicente Talanquer

59 citations0/0 files storedJournal of Research in Science Teaching

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Science Education and Pedagogy Evaluation of Teaching Practices Educational Research and Methods

Abstract

Abstract The extent and quality of Discipline‐Based Education Research (DBER) at the post‐secondary level have grown substantially in recent years. Associated research findings are central to current reform efforts to transform science, technology, engineering, and math (STEM) education in colleges and universities across the United States. The increased visibility of DBER efforts creates opportunities and challenges that should be carefully analyzed. In this contribution, I reflect on critical issues that need to be considered and addressed in advancing the fields of DBER, using the articles included in this Special Issue of the Journal of Research in Science Teaching to ground the discussion. © 2014 Wiley Periodicals, Inc. J Res Sci Teach 51: 809–819, 2014

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2014Active learning increases student performance in science, engineering, and mathematics 2013Handbook of Research on Science Education 2011Facilitating change in undergraduate STEM instructional practices: An analytic review of the literature 2008Beyond the scientific method: Model‐based inquiry as a new paradigm of preference for school science investigations 1997Multimedia and understanding: Expert and novice responses to different representations of chemical phenomena 2004Patterns of informal reasoning in the context of socioscientific decision making 1998Student expectations in introductory physics 1999Resource Letter: PER-1: Physics Education Research

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