Characterizing Biology Education Research: Perspectives from Practitioners and Scholars in the Field

ABSTRACT Biology education research (BER) is a recently emerging field mainly focused on the learning and teaching of biology in postsecondary education. As BER continues to grow, exploring what goals, questions, and scholarship the field encompasses will provide an opportunity for the community to...

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Autores principales:	Jeremy L. Hsu, Audrey Chen, Eduardo Cruz-Hinojoza, Duyen Dinh-Dang, Elizabeth A. Roth-Johnson, Brian K. Sato, Stanley M. Lo
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2021
Materias:	biology education research discipline-based education research research trends Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/c28c0720cecf44f59d8da5c043264c65
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spelling	oai:doaj.org-article:c28c0720cecf44f59d8da5c043264c652021-11-15T15:04:52ZCharacterizing Biology Education Research: Perspectives from Practitioners and Scholars in the Field10.1128/jmbe.00147-211935-78851935-7877https://doaj.org/article/c28c0720cecf44f59d8da5c043264c652021-09-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.00147-21https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885ABSTRACT Biology education research (BER) is a recently emerging field mainly focused on the learning and teaching of biology in postsecondary education. As BER continues to grow, exploring what goals, questions, and scholarship the field encompasses will provide an opportunity for the community to reflect on what new lines of inquiry could be pursued in the future. There have been top-down approaches at characterizing BER, such as aims and scope provided by professional societies or peer-reviewed journals, and literature analyses with evidence for current and historical research trends. However, there have not been previous attempts with a bottom-up approach at characterizing BER by directly surveying practitioners and scholars in the field. Here, we share survey results that asked participants at the Society for the Advancement of Biology Education Research (SABER) annual meeting what they perceive as current scholarship in BER as well as what areas of inquiry in the field that they would like to see pursued in the future. These survey responses provide us with information directly from BER practitioners and scholars, and we invite colleagues to reflect on how we can collectively and collaboratively continue to promote BER as a field.Jeremy L. HsuAudrey ChenEduardo Cruz-HinojozaDuyen Dinh-DangElizabeth A. Roth-JohnsonBrian K. SatoStanley M. LoAmerican Society for Microbiologyarticlebiology education researchdiscipline-based education researchresearch trendsSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 22, Iss 2 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	biology education research discipline-based education research research trends Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	biology education research discipline-based education research research trends Special aspects of education LC8-6691 Biology (General) QH301-705.5 Jeremy L. Hsu Audrey Chen Eduardo Cruz-Hinojoza Duyen Dinh-Dang Elizabeth A. Roth-Johnson Brian K. Sato Stanley M. Lo Characterizing Biology Education Research: Perspectives from Practitioners and Scholars in the Field
description	ABSTRACT Biology education research (BER) is a recently emerging field mainly focused on the learning and teaching of biology in postsecondary education. As BER continues to grow, exploring what goals, questions, and scholarship the field encompasses will provide an opportunity for the community to reflect on what new lines of inquiry could be pursued in the future. There have been top-down approaches at characterizing BER, such as aims and scope provided by professional societies or peer-reviewed journals, and literature analyses with evidence for current and historical research trends. However, there have not been previous attempts with a bottom-up approach at characterizing BER by directly surveying practitioners and scholars in the field. Here, we share survey results that asked participants at the Society for the Advancement of Biology Education Research (SABER) annual meeting what they perceive as current scholarship in BER as well as what areas of inquiry in the field that they would like to see pursued in the future. These survey responses provide us with information directly from BER practitioners and scholars, and we invite colleagues to reflect on how we can collectively and collaboratively continue to promote BER as a field.
format	article
author	Jeremy L. Hsu Audrey Chen Eduardo Cruz-Hinojoza Duyen Dinh-Dang Elizabeth A. Roth-Johnson Brian K. Sato Stanley M. Lo
author_facet	Jeremy L. Hsu Audrey Chen Eduardo Cruz-Hinojoza Duyen Dinh-Dang Elizabeth A. Roth-Johnson Brian K. Sato Stanley M. Lo
author_sort	Jeremy L. Hsu
title	Characterizing Biology Education Research: Perspectives from Practitioners and Scholars in the Field
title_short	Characterizing Biology Education Research: Perspectives from Practitioners and Scholars in the Field
title_full	Characterizing Biology Education Research: Perspectives from Practitioners and Scholars in the Field
title_fullStr	Characterizing Biology Education Research: Perspectives from Practitioners and Scholars in the Field
title_full_unstemmed	Characterizing Biology Education Research: Perspectives from Practitioners and Scholars in the Field
title_sort	characterizing biology education research: perspectives from practitioners and scholars in the field
publisher	American Society for Microbiology
publishDate	2021
url	https://doaj.org/article/c28c0720cecf44f59d8da5c043264c65
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Characterizing Biology Education Research: Perspectives from Practitioners and Scholars in the Field

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