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).