Improving the learning and success of students in undergraduate science, technology, engineering, and mathematics (STEM) courses has become an increased focus of education researchers within the past decade. As part of these efforts, discipline-based education research (DBER) has emerged within STEM education as a way to address discipline-specific challenges for teaching and learning, by combining expert knowledge of the various STEM disciplines with knowledge about teaching and learning (Dolan et al., 2018; National Research Council, 2012). Particularly important to furthering DBER and improving STEM education are interdisciplinary studies that examine how the teaching and learning of specific concepts develop among and across various STEM disciplines...