Many have pointed to the fact that research often fails to impact practice; this is true in education more so than in almost any field. To counter this challenge, a 2012 report on Discipline-Based Education Research (DBER) from the National Research Council has provided a robust summary of research findings from across education in the sciences. DBER researchers are at the cutting edge of developing novel and valid assessment tools, integrating cognitive theories within the context of science learning in new ways that advance student learning, and creating paradigm-shifting instructional methodologies. All of these research results have the potential to reshape how we think about educational experiences. So, just as teaching can be informed by the specific contributions in this ABT theme issue on Biology Teaching and Learning, a review of more general findings from DBER studies could prove useful too. In reviewing these studies, readers should consider how...

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