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

2003

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

DOI

10.3102/0013189X032001005

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

Item sets

Handbook Chapter 16 Citations

OB Citations - Design Thinking and the Learning Sciences

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