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Discipline-Based Education Research: Preaching to Converts Who Are Learning to Sing in the Choir

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They are coming to recognize that, just as in science research, research on undergraduate science education has a literature as well as standards for practice... I taught for 30 years using mostly a lecture style and believed myself quite revolutionary when I used projected images to make cell biological points in class... I now teach using the results of discipline-based education research (DBER) and do my best to use instructional strategies that are demonstrated to improve student learning... Discipline-Based Education Research: A Scientist's Guide was written with both audiences in mind... It does not ``preach to the choir.'' Rather, it opens the door to admit the convert, providing a guide to the purposes, findings, and practices of DBER, which are often elusive and opaque to scientists... Given the title and content of the book, we were surprised not to find a clearly stated definition of DBER... Although the authors identified themselves as discipline-based education researchers (astronomy education researchers, in particular), they did not articulate how DBER differs from science education research or education research in general... From my (E.D.) perspective, discipline-based education researchers have deep understanding of a scientific domain and proficiency with education research methodologies that make them uniquely prepared to study science teaching and learning, especially at the undergraduate and graduate levels... For example, the authors make efforts to dispel myths, especially about qualitative research (e.g., that all studies that utilize nonnumerical data are qualitative and that all qualitative research is about measuring subjective outcomes like attitudes or interests), without sounding patronizing or sanctimonious... In addition, the authors draw important distinctions between theoretically driven education research, action research, and program evaluation, while illustrating how evaluation results can spawn fruitful research projects (p. 70)... Another concern is that there is little if any mention of the breadth of disciplinary perspectives that impinge on education research... For example, the authors mention several science education research journals that are worthy of attention but do not point out the value of exploring the literature and approaches from the domains of cognitive, organizational, social, or educational psychology... In fact, the text is succinct and pithy enough (not to mention inexpensive at $18.95!) to distribute as part of faculty professional development efforts, which is what we plan to do... The choir of scientist-educators is growing, and a text framed with this audience in mind is both needed and welcomed.

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Discipline-Based Education Research: Preaching to Converts Who Are Learning to Sing in the Choir
© Copyright Policy - creative-commons
Related In: Results  -  Collection

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getmorefigures.php?uid=PMC3105918&req=5

View Article: PubMed Central

AUTOMATICALLY GENERATED EXCERPT
Please rate it.

They are coming to recognize that, just as in science research, research on undergraduate science education has a literature as well as standards for practice... I taught for 30 years using mostly a lecture style and believed myself quite revolutionary when I used projected images to make cell biological points in class... I now teach using the results of discipline-based education research (DBER) and do my best to use instructional strategies that are demonstrated to improve student learning... Discipline-Based Education Research: A Scientist's Guide was written with both audiences in mind... It does not ``preach to the choir.'' Rather, it opens the door to admit the convert, providing a guide to the purposes, findings, and practices of DBER, which are often elusive and opaque to scientists... Given the title and content of the book, we were surprised not to find a clearly stated definition of DBER... Although the authors identified themselves as discipline-based education researchers (astronomy education researchers, in particular), they did not articulate how DBER differs from science education research or education research in general... From my (E.D.) perspective, discipline-based education researchers have deep understanding of a scientific domain and proficiency with education research methodologies that make them uniquely prepared to study science teaching and learning, especially at the undergraduate and graduate levels... For example, the authors make efforts to dispel myths, especially about qualitative research (e.g., that all studies that utilize nonnumerical data are qualitative and that all qualitative research is about measuring subjective outcomes like attitudes or interests), without sounding patronizing or sanctimonious... In addition, the authors draw important distinctions between theoretically driven education research, action research, and program evaluation, while illustrating how evaluation results can spawn fruitful research projects (p. 70)... Another concern is that there is little if any mention of the breadth of disciplinary perspectives that impinge on education research... For example, the authors mention several science education research journals that are worthy of attention but do not point out the value of exploring the literature and approaches from the domains of cognitive, organizational, social, or educational psychology... In fact, the text is succinct and pithy enough (not to mention inexpensive at $18.95!) to distribute as part of faculty professional development efforts, which is what we plan to do... The choir of scientist-educators is growing, and a text framed with this audience in mind is both needed and welcomed.

No MeSH data available.