Promoting DBER‐Cognitive Psychology Collaborations in STEM Education

A Course-Embedded Comparison of Instructor-Generated Videos of Either an Instructor Alone or an Instructor and a Student

“…There has been a recent push to incorporate lab-based cognitive science findings into college science classrooms and recommendations for discipline-based education research to become more theoretically grounded ( McDaniel et al. , 2017 ; Mestre et al. , 2018 ).…”

“…However, there have been recent calls for more collaborations between cognitive scientists and discipline-based education researchers to see whether lab-based cognitive science findings can be replicated in a formal class environment and to see what additional information we can glean from applying these theories to real classrooms ( McDaniel et al. , 2017 ; Mestre et al. , 2018 ).…”

Implementing Cognitive Science and Discipline-Based Education Research in the Undergraduate Science Classroom

“…Owing to different goals, research practices, and terminology, cognitive science research on learning and instruction is often disconnected from DBER (i.e., research on learning within a discipline, such as biology or chemistry; National Research Council, 2012). For example, whereas cognitive science research is typically conducted in laboratory settings, DBER almost always takes place in classrooms (Mestre et al , 2018). Based on recent calls for cross-disciplinary exchange (Coley and Tanner, 2012; Peffer and Renken, 2016; Mestre et al , 2018), this essay aims to integrate cognitive science and DBER on five learning and instruction strategies: active retrieval, distributed (spaced) learning, dual coding, concrete examples, and feedback and assessment.…”

Design-Based Research: A Methodology to Extend and Enrich Biology Education Research

“…Recently, there have been multiple calls across science, technology, engineering, and mathematics education fields to increase collaborations between BER and other disciplines so as to increase the robustness of science education research at the collegiate level (Coley and Tanner, 2012;NRC, 2012;Talanquer, 2014;Dolan, 2015;Peffer and Renken, 2016;Mestre et al, 2018;Davidesco and Milne, 2019). Engaging in design-based research provides both a mechanism and a motivation for fostering interdisciplinary collaborations, as it requires the design team to have theoretical knowledge of how students learn, domain knowledge of practical learning problems, and instructional knowledge for how to implement instructional tools in the classroom (Edelson, 2002;Hoadley, 2004;Wang and Hannafin, 2005;Anderson and Shattuck, 2012).…”