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

Research output: Contribution to journalArticle

19 Citations (Scopus)

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.

Original languageEnglish (US)
Pages (from-to)809-819
Number of pages11
JournalJournal of Research in Science Teaching
Volume51
Issue number6
DOIs
StatePublished - 2014

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engineering
reform
science
education
university
Teaching

Keywords

  • college science teaching
  • curriculum development
  • interdisciplinary science
  • pedagogy
  • policy

ASJC Scopus subject areas

  • Education

Cite this

DBER and STEM education reform : Are we up to the challenge? / Talanquer, Vicente A.

In: Journal of Research in Science Teaching, Vol. 51, No. 6, 2014, p. 809-819.

Research output: Contribution to journalArticle

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