Year: 2014
Type: article
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
DOI: 10.1002/tea.21162
Author: Vicente Talanquer
Institution: University of Arizona
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W1556299566