Design Experiments in Educational Research

Item

Title

Design Experiments in Educational Research

Abstract/Description

In this article, the authors first indicate the range of purposes and the variety of settings in which design experiments have been conducted and then delineate five crosscutting features that collectively differentiate design experiments from other methodologies. Design experiments have both a pragmatic bent—“engineering” particular forms of learning—and a theoretical orientation—developing domain-specific theories by systematically studying those forms of learning and the means of supporting them. The authors clarify what is involved in preparing for and carrying out a design experiment, and in conducting a retrospective analysis of the extensive, longitudinal data sets generated during an experiment. Logistical issues, issues of measure, the importance of working through the data systematically, and the need to be explicit about the criteria for making inferences are discussed.

Author/creator

Cobb, Paul

Confrey, Jere

diSessa, Andrea

Lehrer, Richard

Schauble, Leona

Date

2003

In publication

Educational Researcher

Volume

32

Issue

1

Pages

9-13

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

10.3102/0013189X032001009

URL

Official Publisher's Webpage (SAGE Journals)

Full-text PDF Shared by Author (ResearchGate)

Citation

Cobb, P., Confrey, J., diSessa, A., Lehrer, R., & Schauble, L. (2003). Design Experiments in Educational Research. Educational Researcher, 32(1), 9–13. https://doi.org/10.3102/0013189X032001009

Cited in

The Work of Improvement

Abbreviation

Educational Researcher

Item sets

Open Access Resource (IRE)

Handbook Chapter 2 Citations

OB Citations - Traditions of Quality Improvement in Education

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