Discipline-Based Education Research Resource Page - Overview

Discipline-Based Education Research Resource Page

Journal

Publication Period

Impact Factor (2018)

Scope

Journal of Research in Science Teaching

10/year

3.135

Research-focused in sciences, readerships are researchers, then practitioners

Science Education

6/year

2.897

International, general science (includes curriculum, policy, etc.)

International Journal of Science Education

18/year

1.255

Early childhood education to university, general science

American Education Research Journal

6/year

3.170

Research-focused, very general, also accepts DBER

Educational Researcher

9/year

3.386

Research-focused, SAGE publications, general significance.

Studies in Higher Education

12/year

2.854

Higher education-focused, general or disciplinary applicability.

Research in Higher Education

8/year

1.961

Research-focused, broadly applicable work

International Journal of Science and Mathematics Education

9/year

1.027

Research-focused, mostly for work concerning multiple disciplines within science/math

For research applicable to outside a discipline, please see this comprehensive annotated list:
https://teaching.mcmaster.ca/app/uploads/2019/08/Comprehensive-List-of-SoTL-Journals.pdf

Conference

Period

Location

Scope/notes

Western Conference for Science Education (WCSE)

Biennial, summer

Western University

Research and descriptions of university science teaching and learning.  Western University, odd-numbered years.

Discipline-based education research (DBER) is the study of educational processes and outcomes in a particular field (engineering, chemistry, physics, etc.) in a way that only and expert in that field can.  The field of DBER within a its field is often a mixture between that discipline’s priorities, methods, and practices, and has a basis in learning and cognition research.  Because DBER is practiced by disciplinary experts, the topics studied are usually focused and easily applied – examples might include the effect of turning a typical teaching lab into an inquiry-based lab (where students develop their own procedures to solve a given problem), or their students’ abilities to navigate between multiple representations of the same idea (e.g. macroscopic traits, microscopic drawings, representative symbols).