Evolving roles of scientists as change agents in science education over a decade: SFES roles beyond discipline-based education research

Abstract

To what extent have positions for science education specialists as change agents within science departments persisted and evolved over the past decade? We addressed this question by studying a population of Science Faculty with Education Specialties (SFES) first described in 2008. SFES are university science faculty who engage in undergraduate science education, K-12 science education, and/or research in science education. Compared to a decade ago, SFES are now more prevalent and more likely to be formally trained in science education. Many identify as discipline-based education researchers (DBER) but assert that their SFES and DBER roles are nonequivalent. SFES have garnered university administrator support through varied science education activities, and these insights into the evolving role of scientists in science education have implications for many stakeholders.