Design-Based Research: An Emerging Paradigm for Educational Inquiry
Item
- Title
- Design-Based Research: An Emerging Paradigm for Educational Inquiry
- Abstract/Description
- The authors argue that design-based research, which blends empirical educational research with the theory-driven design of learning environments, is an important methodology for understanding how, when, and why educational innovations work in practice. Design-based researchers’ innovations embody specific theoretical claims about teaching and learning, and help us understand the relationships among educational theory, designed artifact, and practice. Design is central in efforts to foster learning, create usable knowledge, and advance theories of learning and teaching in complex settings. Design-based research also may contribute to the growth of human capacity for subsequent educational reform.
- Author/creator
- Design-Based Research Collective
- Date
- In publication
- Educational Researcher
- Volume
- 32
- Issue
- 1
- Pages
- 5-8
- Resource type
- en Research/Scholarly Media
- Resource status/form
- en Published Text
- Scholarship genre
- en Methodological
- Language
- en
- Open access/full-text available
- en Yes
- Peer reviewed
- en Yes
- ISSN
- 0013-189X
- URL
- Official Publisher's Webpage (SAGE)
- Full-text PDF Shared by Author (The Design-Based Research Collective)
- Citation
- Design-Based Research Collective. (2003). Design-Based Research: An Emerging Paradigm for Educational Inquiry. Educational Researcher, 32(1), 5–8. https://doi.org/10.3102/0013189X032001005
- Cited in
- Solidarity-Driven Codesign: Evolving Methodologies for Expanding Engagement with Familial & Community Expertise
- Design Thinking and the Learning Sciences: Theoretical, Practical, and Empirical Perspectives
- Abbreviation
- Educational Researcher
Annotations
There are no annotations for this resource.