Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering (2012)

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Authors

Susan R. Singer, Natalie R. Nielsen, and Heidi A. Schweingruber, Editors; Committee on the Status, Contributions, and Future Directions of Discipline-Based Education Research; Board on Science Education; Division of Behavioral and Social Sciences and Education; National Research Council

Description

The National Science Foundation funded a synthesis study on the status, contributions, and future direction of discipline-based education research (DBER) in physics, biological sciences, geosciences, and chemistry. DBER combines knowledge of teaching and learning with deep knowledge of discipline-specific science content. It describes the discipline-specific difficulties learners face and the specialized intellectual and instructional resources that can facilitate student understanding.

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282 pages | 6 x 9
Paperback
ISBN: 978-0-309-25411-3
DOI: 10.17226/13362

Mathematics Curriculum, Teacher Professionalism, and Supporting Policies in Korea and the United States: Summary of a Workshop (2015)

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Authors

Ana Ferreras, Cathy Kessel, and Myong-Hi Kim, Rapporteurs; U.S. National Commission on Mathematics Instruction; Board on International Scientific Organizations; Policy and Global Affairs; National Academies of Sciences, Engineering, and Medicine

Description

On July 15-17, 2012 the United States National Commission on Mathematics Instruction and Seoul National University held a joint Korea-U.S. workshop on Mathematics Teaching and Curriculum. The workshop was organized to address questions and issues related to math teaching and curriculum that were generated by each country, including the following: What are the main concerns in the development of the curriculum? What issues have been discussed or debated among curriculum developers, teachers, teacher educators, and scholars regarding the curriculum? How have textbooks been developed for the curriculum? How are curricular tasks designed and what criteria are used? What is the role of learning trajectories in the development of curriculum? This report summarizes the presentations and discussions at the workshop.

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102 pages | 8.5 x 11
Paperback
ISBN: 978-0-309-37436-1
DOI: 10.17226/21753

Integrating Discovery-Based Research into the Undergraduate Curriculum:

 

Authors

Committee for Convocation on Integrating Discovery-Based Research into the Undergraduate Curriculum; Division on Earth and Life Studies; Division of Behavioral and Social Sciences and Education; National Academies of Sciences, Engineering, and Medicine

Description

Students who participate in scientific research as undergraduates report gaining many benefits from the experience. However, undergraduate research done independently under a faculty member’s guidance or as part of an internship, regardless of its individual benefits, is inherently limited in its overall impact. Faculty members and sponsoring companies have limited time and funding to support undergraduate researchers, and most institutions have available (or have allocated) only enough human and financial resources to involve a small fraction of their undergraduates in such experiences.

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Publication Info

152 pages | 7 x 10
Paperback
ISBN: 978-0-309-38089-8
DOI: 10.17226/21851

 

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