Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering

The book provides empirical research on undergraduate teaching and learning in the sciences, explores the extent to which this research currently influences undergraduate instruction, and identifies the intellectual and material resources required to further develop DBER.

The book brings greater focus to issues of student attrition in the natural sciences that are related to the quality of instruction.
Discipline-Based Education Research will be of interest to educators, policy makers, researchers, scholars, decision makers in universities, government agencies, curriculum developers, research sponsors, and education advocacy groups.

Contents
Executive Summary
1 Introduction
2 The Emergence and Current State of Discipline-Based Education Research
3 Overview of Discipline-Based Education Research
4 Identifying and Improving Students' Conceptual Understanding in Science and Engineering
5 Problem Solving, Spatial Thinking, and the Use of Representations in Science and Engineering
6 Instructional Strategies
7 Some Emerging Areas of Discipline-Based Education Research
8 Translating Research into Teaching Practice: The Influence of Discipline-Based Education Research on Undergraduate Science and Engineering Instruction
9 Future Directions for Discipline-Based Education Research: Conclusions and Recommendations
REFERENCES
Appendix A Biographical Sketches of Committee Members and Staff

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