Exploration of the diffusion of discipline‐based education research in published introductory science laboratory exercises

Abstract

This study explores the diffusion and adoption of discipline‐based education research (DBER) related to inquiry in introductory science laboratories at the undergraduate level. Two hundred and nine introductory science laboratories from four DBER journals which target instructors were scored for level of inquiry (limited, structured, guided and open). Results suggest a weak adoption of open and guided inquiry, which are practices supported by science education research (19% of the laboratories) and a low rate of reference to science education research literature (23% of the laboratories). Interestingly, citation of education research correlated with type of inquiry. Even though DBER has dramatically improved its reach over the last decade, there was no significant change in the level of inquiry in published laboratory experiments over the 2001 to 2010 decade. Despite evidence that inquiry process skills are important for student's content knowledge and research skills, this study indicates that DBER is having little impact on early undergraduate laboratory experiences. Funding provided by Department of Chemistry, University of Nebraska – Lincoln.