• contribute to the knowledge base in a way that can guide the translation of DBER findings to classroom practice; and
• identify approaches to make science and engineering education broad and inclusive.
DBER can be a field of study within any academic discipline, in the sciences and beyond. However, because this study focused on education research in a select set of science and engineering disciplines—physics, chemistry, engineering, biological sciences, the geosciences, and astronomy—this report uses the term DBER to refer only to these disciplines.
The previous chapters have described the current status of DBER; synthesized peer-reviewed, empirical research on undergraduate teaching and learning in the sciences and engineering; and examined the extent to which this research currently influences undergraduate science and engineering instruction. By presenting conclusions and recommendations that draw on the key findings and directions for future research from previous chapters, we describe here the intellectual and material resources that are required to further develop DBER. The conclusions are grouped into four areas:
1. Defining DBER
2. Synthesizing DBER
3. Translating DBER findings into practice
4. Advancing DBER as a field of inquiry
We end the chapter with recommendations to enhance the impact of the findings from DBER and advance the fields of DBER, and by proposing a future research agenda for DBER.
Conclusion 1: At present, DBER is a collection of related research fields rather than a single, unified field. Most efforts to develop and advance DBER are taking place at the level of the individual fields of DBER.
The term DBER is best thought of as an overarching term that refers to a set of distinct fields that have emerged over several decades across multiple disciplines. The individual fields of DBER share the overall goal of improving learning and teaching in a discipline through the use of findings from empirical research. To meet this goal, researchers in the different fields of DBER build on some common theoretical approaches to learning